With the Compliments of 



The Educational Department 

The International Committee 
Young Men's Ciiristian Associations 

124 East 28th Street, New York 



GEO. B. HODGE, Secretary 




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EDUCATIONAL DEPARTMENT 



Association 
Educational Work 

F'or Men and Boys 



A HANDBOOK OF 

Principles, Policies and Methods of Meeting 
THE Educational Needs of Men and Boys, 
Day or Night, Inside or Outside the Asso- 
ciation Building. The Results of Twenty 
Years of Association Experience 



Geo. b. Hodge 

Educational Secretary, The International Committee 
Young Men's Christian Associations 



ASSOCIATION PRESS 

New York: 124 East 28th Street 
London: 47 Paternoster Row, E. C. 



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Copyright, 1912, by 

The International Committee of Young Men's 

Christian Associations 



PREFACE 

This book is to succeed "Educational Work for Men," 
issued in 1903 and which went out of print in 1910. It 
represents twenty growing years of Association experience 
in all kinds of Associations, small and large, and among 
all kinds of men and boys. 

It is designed to be brief, yet reasonably full of detail in 
method so that by it : 

(1) Any secretary in any small Association may profit- 
ably organize his educational program. 

(2) Any committee may find how to study its field, dis- 
cover needs, mature and finance plans to meet such needs. 

(3) Any person may know the varieties and tendencies 
of supplementary work in the movement. 

(4) Any teacher may receive practical suggestions in 
handling courses and subjects. 

(5) Any stranger desiring to know about the movement 
can be thoroughly informed as to its history and the reasons 
for its substantial growth. 

(6) Any educational conference, institute or summer 
school for study of Association educational work may use 
it as a guide. 

It is fully illustrated with over fifty charts or graphs which 
clearly interpret and emphasize many of the facts, principles 
and tendencies ; also with thirty pages of half-tones showing 
the various kinds of work in operation. An unusually com- 
plete, cross-reference index of over 500 topics treated has 
been prepared and placed at the end of the volume. This 
will be found most helpful and valuable. 

The educational statistics are taken from various sources 
including: Government Reports from the Bureau of Educa- 
tion, and the Bureau of Commerce and Labor, in Washing- 



4 PREFACE 

ton; the reports of the various State Educational Commis- 
sions ; the Proceedings of the National Education Associa- 
tion; reports of state and city superintendents of schools; 
the Sage Foundation ; many books, periodicals and other 
printed matter, including American Education by Draper, 
Continuation Schools by Jones, Laggards in Our Schools 
by Ayres, publications by Thorndike ; also from visits to, 
and reports of, educational facilities in England, France, 
Switzerland and Germany. 

In its immediate preparation many days have been given 
by several men aside from months of painstaking effort by 
the author. For valued counsel and much material help, 
the Committee is under obligation to : J. G. White, educa- 
tional secretary, Buffalo ; J. G. Perkins, educational secre- 
tary, Chicago ; E. L. Wertheim, educational secretary. West 
Side, New York; M. J. Davies, educational secretary. Cen- 
tral Branch, Brooklyn ; W. C. Smith, State educational sec- 
retary, Massachusetts, to whom we are also indebted for 
special photographs on boys leaving school; F. M. M. Rich- 
ardson, railroad educational secretary, and R. P. Kaighn, 
educational secretary among industrial workers — both of 
the International Committee ; and especially to R. T. Hill, 
my associate in this department, who prepared the chapter, 
"Among Boys," and parts of several other sections. Also 
to Mr. B. B. Farnsworth, general secretary. Twenty-third 
Street Branch, New York, to Mr. E. L. Shuey of Dayton, a 
member, and Mr. F. B. Pratt, the chairman of the educa- 
tional section of the International Committee. 

We trust the result of their labors will prove a real help 
to all Association educational efforts. 

George B. Hodge, 

Secretary 
New York 

January, 1912 



TABLE OF CONTENTS 



I. Introduction and Survey 



Need 

Opportunity 

Purpose 11 



Page 

. 7 
. 10 



Page 

Scope and Nature 11 

Value 12 



II. History, Principles and Policy 



History 20 

Principles 24 



Policy 28 

Religious Instruction 34 



III. General Features 



Reading Room 39 

Library 41 

Lectures 43 

Practical Talks 46 



Educational Trips 49 

Class Lecture Series 52 

Educational Chibs 54 

Class Work 61 



IV. Class Work 



Schedule 62 

Divisions 64 

Terms 66 

Admission 67 

Tuition Fees 69 

Class Sessions 73 

Class Rules 76 

Courses of Study 76 



Special Courses or Schools , 

Text Books 

Teachers 

Examinations 

Closing Exercises 

Summary 

Day Work 



V. Administration and Supervision 



Nature and Principles 100 

Educational Committee 102 

Educational Secretary 107 

Training 114 

Study of Field 117 

Cultivating Interest 122 

Advertising 123 



Equipment 132 

Student's Equipment 138 

Budget 139 

Records and Reports 144 

Chronology 152 

Educatograph 155 



VI. Among Different Groups 



City Men and Boys 158 

Railroad Men 158 

Rural Men and Boys 162 

Army and Navy 166 



Industrial Workers 168 

Colored Men and Boys 171 

Outside of Building 172 

Coming Americans 176 



6 CONTENTS 

VII. Among Boys 

Page Page 

In General 178 Shop Work 196 

Keep Boys in School 180 Educational Trips 199 

Rooms and Furnishings 183 In Camp 199 

Reading Room 185 Agricultural 202 

Library and Books 186 Dramatics 204 

Practical Talks 188 Exhibits 205 

Educational Clubs 189 Leadership 307 

Class Work 191 

VIII. Vocational Training 

Industrial Education 209 Suggestions from Abroad . 222 

Continuation Schools 212 Vocational Guidance 2^8 

Apprentice Schools 216 Agricultural 231 

IX. Miscellaneous 

Thrift and Savings 233 Social Service 239 

Civic Training 235 Exhibits and Contests 242 

Visual Instruction 237 



ASSOCIATION EDUCATIONAL WORK 



I. INTRODUCTION AND SURVEY 
1. The Need 

From the United States Bureau of Education we learn 
many significant and startling things: 

a. Boys leave 

More than two-thirds of the boys leave our splendid 
public schools before the end of the eighth grade. The 
chief reasons for so doing are — to help earn a living for 
the family, the "call of the dollar," or because they dislike 
school. 

b. Length of schooling 

The average length of a boy's schooling is less than six 
years and this school training is taken before the age of 
twelve or fourteen, while the boy is too young to appreciate 
his loss. 

c. Boys graduate 

Less than one boy in four completes all the grammar 
grades, and but one boy in eight goes any farther with his 
schooling. Only one boy in forty, or one-fourth of those 
who enter the first year of the high school, complete the 
course in high schools, public or private, or go higher. 

d. Sixty per cent 

Of all boys twelve to thirteen years of age, who certainly 
should be in school, less than sixty per cent are there. 



8 ASSOCIATION EDUCATIONAL WORK 

How Boys Drop Out of Public Schools in the United States 
From Sage Foundation Reports, 1911 



Grade Age Boys 
First 6 100 I 

Fifth 11 55 

Eighth 14 27 

High School 18 6 



e. Those who remain 



From the Sage Foundation reports we learn : 

(1) That of one hundred boys in the first grade there 
are only fifty-five in the fifth grade, twenty-seven in the 
eighth, six in the high school, and one to enter college. 

(2) That only five per cent of the males in the nation 
are fitted by definite educational training for their occupa- 
tions or vocations. 

These and similar striking facts show the great lack of 
the more adequate and fuller use of the vast wealth of 
American public school facilities by the boys. 

f. Illiteracy 

From various reliable national authorities noted by A, S. 
Draper, New York Commissioner of Education, we learn 
that among the voters in the United States, illiteracy is more 
than four times as great as in England and Scotland where 
the facts are based on records of marriage licenses ; sixteen 
times greater than that in Switzerland ; and 250 times greater 
than that in the German army. The present records show 
that owing to the very large immigration during the last 
few years, the per cent of illiteracy in the United States 
is slowly increasing rather than decreasing. 





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Chemistry, Copper Analysis— Seattle, Wash. 



INTRODUCTION AND SURVEY 9 

Illiteracy* 

Proportions of Those in Various Nations Who Cannot Read or Write 

New York State Educational Department. Report on Illiteracy. 1907. 
Commissioner, A S. Draper 

I Germany— 1 in 2500 

■ Sweden and Norway— 1 in 1250 

■ Denmark— 1 in 500 
■■■ Switzerland— 1 in 166 
^^mmm^Bl^^m Holland— l in 40 
^^^^^^^^^■^H England and Scotland — 1 in 40 
WU^t^^^^^^BB^^^K^^^tUKB^^^OM^^^^^U France— 1 in 16 

United States— 1 in 9 

*In Continental Countries figures based, largely, on army recruits. 

In England and Scotland largely on marriage licenses. 

In United States on voters. Illiteracy in Southern States is excessively high. 

Percentage of Illiteracy 

In Nations ivithout compulsory education laws 50 to 68% 

In Nations ivith compulsory education laws 1 to 10% 

In States in United States without compulsory education laws . 12 to .38% 

In States in United States ivith compulsory education laws . . 3 to 12% 

g. Occupational training 

From official reports of various national and state edu- 
cational commissions we learn that there are more than 370 
different kinds of professions, occupations, trades and lines 
of life work represented in America. For only a small 
portion of these occupations have definite facilities supple- 
menting public school privileges been provided to help men 
and boys prepare for life work ; while in some foreign 
nations the corresponding training facilities — commercial, 
industrial or technical — are many times greater than in 
America. 

The need for specific, timely, adapted supplementary 
training in commercial, industrial and many other voca- 
tional lines for men and boys in America seems to be many 
times greater than all kinds of constructive effort yet pro- 
vided to supply such need. 



10 



ASSOCIATION EDUCATIONAL WORK 



2. The Association's Opportunity 

In view of the many and increasing series of needs like 
these to meet the demands of our present-day complex civili- 
zation, there is an unparalleled opportunity for the service 
of individual men, of clubs, of the Young Men's Christian 
Associations and of the Church to help meet such needs by 
largely increasing all forms of supplementary facilities for 
general vocational training, including commercial, industrial 
and professional. 

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The field for supplementary education among males is here shown to ad- 
vantage. The shaded areas of two kinds show relatively the number of males 
in public schools and also in all supplementary industrial, vocational and pri- 
vate schools. The blank area shows the opportunity for vocational training 
needed by males under 55 years of age. 



THE OPPORTUNITY 11 

As the Church through the past two hundred years, in all 
similar needs of men and boys, has so often wisely led in 
providing the necessary additional educational training 
through college, technical schools and other appropriate 
features, so today its leaders through the Association have 
an increasing opportunity and responsibility for extending 
adapted service in the highest interests of men and of the 
nation. For twenty years the Associations have been slowly 
but steadily developing such facilities, increasing the number 
of subjects taught from 20 to 120 in 1911; the number of 
teachers from 500 to nearly 2,600 ; the practical talks from 
400 to over 9,300; the number of students from 12,600 to 
over 61,800; the annual expenses from $60,000 to over 
$780,000; the annual tuition receipts from nothing to over 
$528,000; and the number of different men annually defi- 
nitely aided from 60,000 to over 626,000. 

3. Purpose or Objective 

The purpose of Association educational work is to develop 
efficient Christian manhood; to help men and boys help 
themselves ; to inspire them to higher ideals of life and ser- 
vice ; to acquaint them with and help them to wisely develop 
their own capabilities ; to increase habits of industry and 
thrift ; and to prepare them to render more easily, willingly 
and effectively the highest type of industrial, social and 
Christian service. 

It encourages and strengthens other good forms of edu- 
cational work ; improves citizenship, commerce and trade 
through appropriate facilities offered at any hour of the day 
or night; and places emphasis upon Christian character 
building as fundamental. 

4. Scope and Nature 

Many years of Association experience in an ever enlarg- 
ing program of practical educational privileges conducted 



12 ASSOCIATION EDUCATIONAL WORK 

in or outside the Association buildings to meet needs of men 
and boys, show the following general divisions of privileges 
with their record in the same for 1911. For complete defi- 
nition of each of the following topics or features see chap- 
ters III., IV. and V. 

Reading rooms, used daily by nearly 1,000,000 men and 
boys; libraries, from which 700,000 good books were read; 
educational lectures, of which 1,900 were held ; practical 
talks, 8,800 of which are reported ; educational tours of 
various kinds ; educational clubs with 22,000 men ; class 
lecture series for work of University Extension type and 
with 6,300 men ; educational classes in which 2,560 teachers 
instruct 61,850 students; tutoring, taken advantage of by 
7,000 men and boys ; individual altruistic service of a large 
and increasing extent ; extension features of great variety 
outside the Association building and promoted by over 
130 organizations; work for coming Americans; and Day 
schools and courses of a large variety with over 5,000 men 
and boys enrolled. 

5. Value of Educational Work 

a. Value to men 

The value of Association educational work to men and 
boys, as shown by experience, is proven by: 

(1) Enabling them to wisely use leisure time day or 
night. With the reduced length of a working day in many 
places from twelve hours to ten, to nine, and then to eight 
hours, the successful daily use of these two to six leisure 
hours for largest efficiency in life to the man and to the 
community, becomes an increasing problem. The man suc- 
ceeds or fails depending upon his use of these off hours. 
While the great majority of such leisure is after 5 p.m., yet 
in the modern developing of social conditions there are in- 



VALUE TO MEN 13 

creasing numbers of males with off hours in the forenoon 
or afternoon, rather than in the evening. Large numbers 
of men are on a night shift, thus making day privileges 
necessary. 

(2) Inspiring them for larger usefulness. Every form 
of proper study becomes helpful not only in business pur- 
suits but leads to a larger and higher life, and to a broader 
mental horizon. Increased intelligence of the right kind 
creates a desire for that mental culture which is considered 
by many as having the only real value, and for the power 
of real enjoyment and usefulness in life. 

(3) Helping men and boys discover their bent, as 
through the proper training of such inclinations, desires and 
abilities they are led into more congenial and successful life 
work. 

(4) Developing larger and more adaptable capacity for 
service. In the present day with its increasing demand for 
adapted skill and intelligence in labor of all kinds, the tech- 
nical training of the eye to see, of the mind to think, of the 
will to act, and of the hand to do, is peculiarly essential. 

(5) Fitting for promotion and its usual increase in sal- 
ary. Since 1893 nearly 400,000 different men, in from 10 
to 200 class sessions each, have been aided in Association 
class work alone. The conservative estimate by business 
economists places the increased value of the service, due to 
the training a person secures who takes the most thorough 
courses of Association class work, at $75 per year. This 
increased income per year is equivalent to that of a safe 5 
per cent bond investment of $1,500. Can a young man 
more easily gain a larger or safer permanent investment? 

(6) Similarly careful and conservative estimate shows 
that for every dollar annually invested by friends of young 
men in Association educational work for a series of years, 
at least $2 is seen in the increased income of the man or 
boy taking advantage of the privileges thus provided. 



14 ASSOCIATION EDUCATIONAL WORK 



Educational Privileges and Their Use — North America 

Entire line (dotted and full, together) shows number of males of each age- 
careful estimate from census and Government reports. 
Heavy portion shows approximately those in school. 
Dotted portion shows approximate field for supplementary education. 
Age 
6 ^^^^^^^^^^^^^m 



Fourth or Fiftli Grade. 



Eighth or Ninth Grade— Enter High School. "The call of the dollar.' 



High School. College and Professional. 



10 
13 
14 
16 

18 

30 ^^^ 

S3 ^ 

24 I 

Field of the Young Men's Christian Associations. 

36 I Over 6,000,000 

boys go to work 
- with only 4 to 7 

^ years' schooling. 

Here is the need 
30 for the trade, voca- 

tional, or apprentice 
school. 



Opportunity for Continuation, Trade, 
Vocation and Apprentice Schools— The Special 



33 

The higher institu- 

34 tions of learning in the 

United States have less 
than 300,000 male stu- 

^" dents— one and one-half 

per cent of males over 10 
38 years of age. 

4Q This graphic field of Educa- 

tional opportunity for men 
continues with those from 

43 42 to 60 years of age or more. 

(7) Chambers of commerce estimate the value of this 
Association educational service to the interests of the city 
and the nation at fifty cents per working day. As a double 
factor of safety, suppose we call this only 35 cents per day, 
then for all of the 61,850 men in class work (1911), the 



VALUE TO MEN IS 

value of this increased annual service to the nation is over 
$4,500,000. 

(8) Helping boys to remain longer in school and thus 
realize far more from the excellent public school facilities. 
Thousands have dropped out of public school at 12, 13 and 
14 years of age, and after spending one or two seasons in 
the Association have gained that appreciative intelligence 
which has led them back into the upper grades of the gram- 
mar schools or into the high schools. Thousands of others 
from 14 to 18 years of age, through the appropriate Asso- 
ciation facilities, have gained ability, faith, courage and the 
means to enter college. Many hundreds of other boys, 
through the influence of the growing educational work, have 
been stimulated to enter college. 

(9) Development of Christian character — the climax of 
best educational effort. As a bad man educated is one of 
the most dangerous men in the world, so by interesting con- 
trast, we find that in the training of the great majority of 
the world's best leaders and workers. Christian character 
development has been one of the chief factors. The 
uniqueness of the Association is seen in that while it has 
successfully met practical educational needs in 120 distinct 
lines of class work, and thus supplemented other schools ; 
while it has afforded such privileges in leisure hours ; while 
the interest and attendance of men is from ten to twenty 
per cent higher in the Association privileges than in public 
evening schools ; while more than half of the expense of 
this work aside from buildings, light and heat, has been 
paid by the students themselves — and all of these things 
any school can do — yet the Association in addition has had 
a different objective from most other schools in its aim to 
have all these efforts and privileges permeated by the spirit 
of Christ and to develop sturdy Christian character in all. 
In this way the Association makes for the very best indus- 
trial, social, commercial and Christian citizenship. 



16 ASSOCIATION EDUCATIONAL WORK 

b. Its value to employers is seen in: 

(1) The more efificient service rendered by employees. 
More of care and intelligent interest in the employment 
usually come from a broadened, trained and more sympa- 
thetic employee. 

(2) The larger profits, better output and greater respect 
enjoyed by the plant or corporation on account of the in- 
creased skill and intelligence of the employees. As a man 
is known by the company he keeps, it is equally true that 
a company is known by the men it keeps. For such larger 
and better results it is but natural that employers can well 
afford, and are increasingly found willing, to promote and 
extend salaries of employees ; also in most cases they are 
found willing to support and encourage the Association that 
can help provide such improved service. 

(3) All that it means to have intelligent, rather than 
ignorant, labor ; to have careful and contented, rather than 
shiftless and discontented, men and boys. The Association 
features with their up-lifting social and Christian atmos- 
phere, generate those qualities which are cooperative and 
encourage comfort and peace rather than stir up trouble 
and discord. 

c. Its value to the public 

(1) It encourages, strengthens and supplements other 
good schools. When rightly conducted, Association educa- 
tional work materially helps to raise the educational stand- 
ards, helps to create a thirst for education among all, and 
increases the educational interest, respect and support in 
all good effort, thus expanding the educational horizon, and 
lifting civilization in the right direction. 

(2) Pioneer or experimental service. Its business being 
to meet discovered educational needs as well and as quickly 
as possible has given the country a wealth of service that 
cannot be estimated. Dr. Elmer E. Brown, when United 




Carpentry and Roof Framing— Portland, Ore. 




Plan Reading, Estimating and Building Construction- 
New York City 



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VALUE TO THE PUBLIC 17 

States Commissioner of Education, said, "The Association 
is a great educational pioneer. It discovers and blazes the 
way which the main column of the public school system of 
the country later follows." So far as we know definite 
educational efforts in the evening to meet the needs of many 
employed men and boys in more than 20 subjects have been 
born in the Association and later have been adapted and 
introduced into public and private evening schools. This 
includes practical work in applied chemistry ; drawing ap- 
plied to the building trades and to industrial design ; sign 
making and show card writing ; real estate ; insurance ; ad- 
vertising ; automobile schools ; poultry raising ; fruit cul- 
ture; a number of special forms of industrial training; some 
types of semi-professional or vocational training. 

(3) Better results in commerce, trade and industry are 
already seen. Thousands of men in drawing, mathematics 
and other Association classes have greatly improved their 
service in factories, building trades and manufacturing. 
Scores of thousands of men in arithmetic, bookkeeping, 
business English and other similar Association classes have 
made themselves more efficient in all forms of commercial, 
business and managerial positions. 

(4) The larger appreciation of the value of an educa- 
tion, and of going to school, on the part of boys and men. 
Attention is being given to the real economics of good edu- 
cational training. More than ever they realize that time 
and money thus spent is not an expense but an investment. 
They are beginning to appreciate the truths of the following 
economic educational facts : 

(a) A grammar school education increases the chances 
of a person's earning capacity 50 per cent, a high school 
training increases his efficiency 100 per cent, and a univer- 
sity training 300 per cent. 

(b) Boys with little or no schooling fill blind alley jobs, 
provide the great mass of unskilled labor, lead a life of but 



18 ASSOCIATION EDUCATIONAL WORK 

little comfort, real joy or completeness, and earn, according 
to records and reports of industrial commissions, from $300 
to $450 per year for an average life. Similarly boys who 
have spent four years more in school and finished the gram- 
mar grades are able to put more into life and get more out 
of it. They earn from $400 to $600 per year for an aver- 
age life. In forty years the latter will each earn $5,000 
more than the former, and this amount is equal to $5 per 
day for each of the 1,000 more days they spend in school. 
In what other way can a boy so easily place $5 per day in 
an investment which can never be taken away from him ? 

(c) The uneducated man, so economists tell us, earns 
about $1.50 per day or in forty years he would earn 
$18,000. The man who has spent twelve earnest years in 
going through the public schools, completing the high school 
course, has similarly proven himself in numbers of cases to 
have earned a minimum of $1,000 per year, or in forty 
years $40,000. The difference between the two, $22,000, is 
thus the simple cash value of an education. To gain this 
increased income of $22,000 in forty years, the latter person 
spent twelve years or 2,200 days in school. Hence one day 
in school for the boy who goes through the high school is 
worth $10. 

(d) It is at least an interesting coincidence, and quite 
universal, that in proportion as states give much or little 
public money and effort to educational training, there will 
be seen a corresponding large or small wage earning power. 
A few years ago the United States as a whole spent $2.60 
per capita upon public educational training, while Massa- 
chusetts similarly spent $5.30. At the same time while the 
daily wage earning power per capita for the United States 
as a whole was 44 cents, the similar daily wage capacity for 
Massachusetts was 96 cents. 

(e) A few years ago, the Governor of Alabama in mak- 
ing a plea before the state legislature for greater liberality 



VALUE TO THE PUBLIC 



19 



of funds to encourage public school purposes, said, "We of 
this state are obliged to give eight days of labor for what 
one day of labor would bring in Massachusetts." 

(f) In a careful study of the 10,000 men in "Who's 
Who," -on the relation between educational training and 
careers, it was found that 65 per cent of these 10,000 men 
were college and university trained, 25 per cent were high 
school graduates, 10 per cent had received only a common 
school education, while the name of no person who had 
had no definite educational training was found in the list. 



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A6EI6 17 la /? ZO 2/ ZZ ei Zl ZS Z6 if ZB Z9 JO 3/ 3Z 33 34 3S 3b 37 38 39 



These findings on the "Money Value of Educational Training" are the 
result of much investigation by Mr. James Dodge when president of the 
Society of American Mechanical Engineers. It is worthy of careful study. 



II. HISTORY, PRINCIPLES AND POLICY 
1. In England 

Although begun with the sole idea of benefiting men 
spiritually, the Committee of the London Association at its 
regular semi-annual meeting, December, 1845, reported the 
organization and conduct during that fall and winter of the 
famous Exeter Hall educational lectures ; also the forma- 
tion of mutual improvement or literary societies, "in order 
to bring young men under the influence of the Association, 
who could not be reached by the directly religious agencies." 

The educational lecture, therefore, was the first educa- 
tional feature organized by the parent Association, and the 
educational club, in the form of a literary society, was the 
second feature, and both in the fall of 1845. This famous 
lecture course ran twenty years, and was probably the long- 
est in duration, included the largest number of noted leaders 
and lifted the public conscience more than any similar course 
since. 

In 1849 reading rooms and library work began and these 
privileges were not only for members but for all whom 
their influence could reach. Class work was not organized 
until 1853. In this connection we note first, the primary 
object in founding the Association was the religious life 
of men ; second, the first efiforts to help men in daily life 
were educational as, lectures, clubs, reading rooms, libra- 
ries and then class work ; third, earnest care was taken in 
all these steps that these so-called secular agencies be kept 
closely as auxiliaries to, not substitutes for, the main object 
of the Association. 

While some excellent service has been rendered, yet com- 
paratively little effort has been given to extending the edu- 



HISTORY, IN NORTH AMERICA 21 

cational work of the London and of many English Asso- 
cations with the result that other organizations, as poly- 
technics and various kinds of institutes, have now occupied 
the field and are doing splendid work. The Young Men'^ 
Christian Association thus lost a large measure of its oppor- 
tunities along this line of effort during t^ie past 60 years. 



2. In North America 

For convenience the periods of the development of this 
work in North America may be given as follows : 

a. 1851-1866— Opposition 

A period of inactivity with comparatively little or no 
educational work. The first North American Associa- 
tions were organized in 1851 at Montreal and Boston. But 
little available material is found in written records or his- 
tory concerning educational work for the first fifteen years 
of Association growth. A few Associations like Boston, 
Montreal, New York and others conducted reading rooms, 
some library work, a few lectures, also occasionally a liter- 
ary society. So far as is apparent from records, only a 
small portion of the interest and eft'ort to help men in edu- 
cational features was evident until thirty-five years or more 
after the planting of the Association on American soil, or 
until after the first generation of its American founders 
and promoters had passed away. There have been infer- 
ences that during these early years the zealousness of the 
American leaders for the religious work, together with the 
fear that the so-called secular features might choke or de- 
stroy the religious, were so pronounced that they not only 
did not encourage educational work but seemed to seek 
every opportunity to oppose and discourage it under Asso- 
ciation auspices. 



22 ASSOCIATION EDUCATIONAL WORK 

b. 1866-1880— Toleration 

A period of toleration of some forms of educational work 
in a few places. The work was regarded as a side issue of 
the Association and left to take care of itself. It was not 
promoted or encouraged, but rather opposed and discour- 
aged. Records show a slow but steady growth in the num- 
ber of reading rooms, libraries, lectures and a few literary 
societies and four Associations reported sixty students in 
class work in 1866. These classes were almost wholly con- 
fined to a study of the dead languages and largely limited 
to divinity students. 

c. 1880-1893— Awakenings 

A period of awakenings and new interests. Some efifort 
was made to encourage the work. A new conception began 
to develop which realized that the Association stood for 
more than the development of the merely spiritual life 
among men. There was continued opposition, but from a 
less number of people. The subject began to appear at state 
conventions during the last three or four years of this 
period, and in 1889 came for the first time before the Inter- 
national convention. A number of leaders with wisdom 
and foresight began to agitate for the definite and system- 
atic encouragement of this work. Reading rooms, libraries 
and lectures continued as before with more attention given 
to increasing their usefulness. The practical talk was intro- 
duced with much success. Educational clubs were expanded 
in variety and novelty. Class work was developed in com- 
mercial and language subjects. A beginning was seen in 
industrial and science subjects during the last year or two 
of the period. 

d. 1893-1900— Encouragement 

A period of encouragement, development and of super- 
vision of the work as a whole. The International Com- 



HISTORY, IN NORTH AMERICA 23 

mittee through an added department of its service began 
the encouragement and promotion of this work. Principles 
were studied, experience of all forms of supplementary 
work were gathered and suggestions drawn for the benefit 
of the Association. An advanced step was taken when a 
few local Associations employed special secretaries to give 
particular attention to this work, thus marking the begin- 
ning of a new epoch, and through its helpful influence the 
work as a whole was greatly strengthened. Special effort 
with boys was started, and the educational department came 
to be regarded as a vital part of the Association movement. 
The day of its being a side issue ceased among the majority 
of leaders. Opposition grew less and less. Increasing 
effort was made to discover definite and particular needs of 
men and the work was placed on a much stronger financial 
basis with the charge of nominal tuition fees for class work. 
Increased interest was found in many forms of applied 
science as related to manufacture, industry and trade. A 
system of International examinations was inaugurated 
which materially enhanced the character of the work done 
and increased the respect and support of the public. Many 
educational institutions began to encourage and commend 
the Association rather than to criticise. 

e. 1900 — Expansion 

We are now in the period of expansion and extension. 
The general objects, principles, methods and policies are 
continued with ever increasing quality, added interest and 
larger value. Spring terms are added to the winter work, 
day work becomes more prominent as an expansion of the 
evening work. Summer schools for boys during July and 
August are conducted. Special schools, many kinds of 
which have their birth in the Association as it meets 
present-day needs of men, are started — as automobile, ac- 
countancy, art and decoration, salesmanship, advertising, 



24 ASSOCIATION EDUCATIONAL WORK 

insurance, real estate, textile designing, plumbing, fruit cul- 
ture and many others. 

Work outside the building begins to grow rapidly. Much 
interest is taken in new forms of industrial education and 
vocational training, various features pertaining to agricul- 
ture, gardening, live stock, poultry and scores of the newer 
vocations claim increasing attention. Local supervision in- 
creases in the number of places and efficiency of service ; 
some state supervision is given and with splendid results. 
Increased emphasis is placed on quality of service, rather 
than quantity ; on developing intensively rather than exten- 
sively ; on the higher and more efficient training of educa- 
tional secretaries ; also on Christian character building 
among both boys and men. 

How Boys Attend High Schools (Public and Private) 
From U. S. Bureau of Education, 1910 
First Year.... 196,758 or 44. % ■■^^■^I^^^^^^^^^B^^^HB^B^IHl 
Second Year.. 120,984 or 27. % MKU^mma^^^^^^^^^ 
Third Year... 79,072 or 17.5% ^^^^^^^m^m 
Fourth Year.. 53,505 or 11.6% "BiB^^i^ 
Graduate 50,533 or 11. 



3. Principles 

In general the Association has for its object the develop- 
ment of all-round Christian manhood and boyhood — spirit- 
ually, educationally, physically, socially — all phases in one 
coordinate effort to make life more abundant for each man 
and boy and thus establish Christ's kingdom on earth. The 
Church at work among men and boys for the making of 
men, not money ; for developing successful lives, not the 
mere making of a living ; for cultivating and promoting 
altruism not selfish commercialism. The Association is not 




McBuRNEY Memorial Cup 



ORE >XX E B 



^■^ ^WHAT CAN^YOU 
S^f QUESTION 




Educational Designs from Students' Poster Contest 



ITS PRINCIPLES 25 

bound by tradition, has no so-called system to hinder its 
flexible efl:orts, and is thus not unwieldy. In its efforts to 
serve men and boys it is limited only by the means at its 
disposal. 

The experience of the past twenty years indicates that 
the best results in any community are based on the following 
principles of Association educational work: 

a. Aim 

Its aim is to develop efficient Christian manhood and boy- 
hood. 

b. Policy 

Its policy is to first carefully study local conditions and 
discover the educational needs of men and boys ; then to 
mature such plans with available means as will best meet 
these discovered needs. 

c. Encouragement or supervision 

It will have ample encouragement or supervision and 
generous support. Money and efficient men thus invested 
yield largest returns. An Association with average interest 
but with poor supervision is likely to have its educational 
w^ork become a burden ; while with efficient and trained 
supervision its work as a whole in all departments is lifted 
because its educational work is respected, supported and 
extended through the community as an investment. 

d. Adaptation 

It will be adapted to local conditions in various features, 
in leaders, in places and times of conducting. One secret 
of its success is to fit the system to the person rather than, 
as is the case so often in public schools, to fit the person to 
the system. 



26 ASSOCIATION EDUCATIONAL WORK 

e. Administration 

It will be adequately administered. A board of directors, 
committee force and employed officers with conviction, ap- 
preciation and leadership are necessary. 

f. Flexibility 

It will be largely elective and flexible, to meet the varying 
needs of different bodies of men and boys ; conducted at 
such times and places as are most expedient. 

g. Relation to life work 

It will seek to be more and more closely related to present 
needs of commerce and industry, at the same time placing 
emphasis on such cultural training as will enrich and develop 
the lives of men and boys. The school, the shop, the office 
and the vocation will come more and more closely together 
and this will cause new and varied forms of eft'ort and 
working relations between the Association and the factory, 
the business, and the vocation, for promoting appropriate 
apprentice and vocational privileges. 

h. Teachers and leaders 

It will include the best available talent for teachers and 
leaders, many of whom will receive substantial salaries be- 
cause of the special expert nature of their service. The 
dominant spirit in such teaching will be altruistic rather 
than commercial. 

i. Competition '' 

It will encourage and strengthen rather than compete 
with all good educational efforts. While it may offer the 
same subjects and courses as other schools, yet with its 
methods, purposes, social atmosphere and variety of fea- 
tures, the Association will be attractive to bodies of men 
and boys not touched by other agencies, and thus will create 
a unique field of its own for needed service. 



ITS PRINCIPLES 27 

j. Personal investment 

It will charge nominal fees for its principal features, 
knowing that a person appreciates and makes larger use 
of that in which he invests something of himself. See Tui- 
tion Fees, pages 69, 92, 

k. Outside the building 

It will extend and adapt its various features wherever 
needed to places outside the building — various centers, in 
factories, homes, halls and public school buildings. 

1. Membership 

It will place a premium on Association membership, be 
recreative and attractive, as well as thorough and practical; 
full of inspiration and suggestion, fitting each for a more 
serviceable and efficient life. 

m. Some objects briefly stated 

(1) To arouse consciousness of educational need. 

(2) To help discover the individual's "bent." 

(3) To stimulate and encourage mental development. 

(4) To fit for larger service. 

(5) To aid in adjusting or readjusting men's lives to 
life's demands. 

(6) To afford a field for servers and leaders as well as 
for the served and led. 

(7) To give men and boys what they most need next. 

(8) To teach the dignity of labor, encourage thrift and 
savings, cultivate appreciation for the intellectual and the 
more abundant life. 

(9) To help men put more into the world because the 
Association helps them to get more out of the world. 

(10) To encourage the development of efficient Christian 
character. 



28 



ASSOCIATION EDUCATIONAL WORK 




1 rf i i I TfTT— 



\ j¥e.-f.ni.C.a.-Bus.eeU.. 
• \ fiillafo. ' Vjuv . 



Out of Sckooi 



Of all the males between 5 and 70 years of age, shown in the entire area 
of the diagram, the shaded area shows the proportion of these men and boys 
in any kind of school, public or private, conducted by day or night. The 
vmshaded area shows the field of opportunity for appropriate educational 
facilities to meet the unmet needs of those out of school. 

4. Educational Policy 

Careful study of Association educational work for many 
years reveals the following general policy: As to a name, 
"Association Institute" is largely used. It is short yet com- 
prehensive ; includes class work, talks, clubs, reading and 
all varieties of educational effort conducted by the Asso- 
ciation for men and boys both day and night, in the build- 
ing or outside of it. In case it is largely endowed it often 
honors the donor in name, as "The Hillyer Institute" of 
the Young Men's Christian Association, Hartford, Conn. 

Best and largest results in small Associations, whether 
in one feature or in many, are found where the following 
practices are followed : Each Association is urged to adopt 
as many of its features as are found to meet local discovered 
needs. In proportion as each Association sets a carefully 
selected goal and works patiently toward it, largest success 
is seen. (For more complete description of the conduct of 
each group of features, see chapter III.) 

a. Reading room 

Encourage systematic use of standard periodicals, weekly 
bulletin board for directed reading, personal interest of 
committee and directors. Separate rooms for boys and 
men. Goal — Thoughtful weekly reading of two or more 
periodicals by each member. 



EDUCATIONAL POLICY 29 

b. Books and library 

Through reading clubs, volunteer service and talks by 
interested leaders, guide and increase the systematic read- 
ing of good books among men and boys. Draw from public 
and private libraries in addition to that of the Association. 
Cultivate use of reference library in the study room of the 
Association. Goal — Three books per year per member. 

c. Formal lectures 

Of high grade that lift the community, rather expensive, 
held in large hall or theatre, with mixed audience, admis- 
sion fee, possibly a part of the lecture and entertainment 
course. Goal — Two to five per year. 

d. Practical talks 

Informal, inexpensive, boys and men separate, usually 
small groups, held anywhere, in the building or outside, any 
time, as noon or night, and given by local talent. Goal — Ten 
to 100 a year, or one for each twenty-five members in small, 
and one to fifty in large. Associations. 

e. 'Educational trips or tours 

Boys and men separate, to various points of interest in 
home community or elsewhere, and involving from one 
hour locally, to a several days' trip to one or more cities. 
Goal — Two to ten per year. 

f. Class lecture series 

For mature and experienced business or college men, in 
professional or semi-professional or vocational subjects, as 
law, accountancy, advertising, insurance, real estate, sales- 
manship, poultry, investments, art and decoration. High 
grade, rather rare and expensive leaders and teachers ; much 
demonstration, illustration, discussion and reading ; ade- 
quate tuition fees ; course from ten to twenty-five or more 



30 ASSOCIATION EDUCATIONAL WORK 

sessions, usually one a week. Goal — Two to ten or more 
series per year. 

g. Educational clubs 

For discussion, reading, research, study or educational 
service or stimulus of any kind among men and boys ; five, 
ten or fifteen per club ; a leader ; definite program for one 
month, three months, six months or a year; nominal club 
fee; literary, science, music, debate, current topic, civic, 
art, technical and vocational. Goal — Two to twenty, or at 
least one club for every 100 members in small, or one to 
300 in large, Associations. 

Number of Different Students in Association Educational 

Classes 



1890-10,600 
1893-18,000 
1895-22,500 
1898-25,130 
1900-25,903 
1903-30,622 
1906-36,82(i 
1909-46,948 
1911-61,850 



h. Educational classes 

To meet local needs. Commercial, industrial, technical, 
vocational, cultural, and grammar school subjects, all very 
practical. Teachers to be aggressive, successful business 
leaders or authorities, and Christian men. Boys and men 
usually separate. Apprentice, trade, continuation, and other 
forms of industrial schools in all manufacturing centers ; 
business and commercial courses in every place. As a rule 
it is never wise to "farm out" Association educational work, 
to rent Association rooms to an outside educational agency, 



EDUCATIONAL POLICY 31 

or to conduct features on the percentage basis. Best results 
come from its entire conduct by the Association on its own 
business basis and under its sole auspices. Goal — Twenty 
to 2,000 or more students, or at least one student to every 
three members. 

i. Tutoring 

Home study with personal instruction, many small groups 
studying under successful leaders anywhere at any time. 

j. Extension features 

Including placing of periodicals and books in shops, 
plants and other places ; conducting talks, clubs and class 
work at noon or night outside the building — reaching all 
sections of the city. Should be largely missionary, though 
small fees may be charged in a few subjects. 

k. For coming Americans 

In addition to teaching males of other nations to speak, 
read and write in English, to lead them into intelligent 
American citizenship. A large part of this work is con- 
ducted in rooms or halls outside the Association. Goal — At 
least 10 per cent of the foreign population of the city using 
Association educational features. "English for Coming 
Americans," by Dr. Peter Roberts, is found to be one of the 
most successful texts and methods of teaching English. 

1. Individual altruistic service 

On the principle of the Big Brother Movement with one 
man becoming a friend and teacher or leader to one or more 
separate boys or men; helping, counseling and working 
with them ; all in the spirit and for the sake of helping the 
other fellow and with no thought of return. A large amount 
of this work is now done, but there is room for an infinite 
extension of such service. Goal — No limit. 



32 ASSOCIATION EDUCATIONAL WORK 

m. Special courses 

Including professional, vocational, industrial, commercial 
or technical courses. To meet the needs of graduates, as 
well as of those without educational training. They are 
most likely to pay their own way and possibly provide a 
revenue to help carry deficit of other educational features. 
Goal- — Take advantage of opportunity. 

n. Day work 

In every Association with a building there is opportunity 
for definite day work, whether business, commercial, college 
preparatory, technical, vocational, apprentice, or other 
special classes. Such work when wisely conducted by the 
Association— not by an outside corporation or on percent- 
age basis — never injures other day educational work, but 
strengthens and encourages it. It means economy, efficiency 
and strength to the local Association. Goal — At least one 
student to twenty members. 

o. Supervision and promotion 

(1) An educational committee of three to five active 
Christian business men of large vision, representing varied 
leading community interests, the chairman at least being a 
member of the board ; subcommittees each with three or 
more added men to develop various phases ; advisory com- 
mittees added for special features, as auto, law, etc. 

(3) A strong, trained, Christian leader as educational 
secretary and agent of the educational committee ; with an 
ability no less than that of the principal of the high school, 
cooperating with the general secretary to properly meet the 
educational needs of boys and men in the community. In 
many places he should have one or more assistants in charge 
of various phases of work or as deans of various divisions 
of the educational department. In large boys' departments 




Freehand, Commercial Art and Design— Twenty-third Street Branch, 
New York City 




Wood Carving— Baltimore, Md. 




Architectural and Mechanical Drawing— Duluth, Minn. 



EDUCATIONAL POLICY Z3 

one assistant educational secretary under wise cooperation 
with the boys' secretary should give his entire time to pro- 
moting educational privileges among boys. 

p. Organization and conduct 

The work of the Association in this department is to : 

(1) Carefully discover local educational needs of boys 
and men. 

(3) Mature plans and conduct various features to ade- 
quately meet such needs. 

(3) Cooperate with the finance committee in providing 
the educational budget. 

(4) Organize and promote plans for emphasizing habits 
of thrift and savings among men and boys ; also placing 
similar emphasis on their systematic benevolence, including 
the Church and the Association, local, state and Inter- 
national. 

(5) Vitally relate all of this work to the religious, physi- 
cal and other Association efforts for the building of Chris- 
tian manhood. 

q. Educational budget 

A respectable proportion, from 20 to 40 per cent or more, 
of the entire Association budget. This does not include 
funds for equipment. Expenses are for supervision, adver- 
tising and conduct of educational features, as reading room, 
library, lectures, talks, clubs, class work, and the like. 
Receipts include income from endowment, special contri- 
butions, tuition fees, and a portion of the membership re- 
ceipts. In the interest of unity, efficiency and economy it 
is usually better to handle finances through the general 
office, rather than through the educational office. Endow- 
ment of local educational work is an increasing necessity. 
Tuition fees for "the three R's" and elementary subjects 
should be small, as fifty cents to $2 per term of three 



34 ASSOCIATION EDUCATIONAL WORK 

months, two sessions per week; larger fees for technical 
and vocational subjects, as $2 to $10 or more per term. 
For the best good of all, many subjects must be conducted 
at a financial deficit, while other features for men of means 
may yield a small surplus. The total fees for all subjects 
should approximate the total of teachers' salaries plus 
advertising. 

r. Advertising 

From 10 to 20 per cent of the educational budget, where 
there is an educational secretary, or at least a minimum of 
$1 per Association member. 

s. Objective 

To build Christian character, and help boys and men to 
better do their part of the world's work. A movement con- 
ducted for men and boys, rather than for money ; for char- 
acter rather than for cash ; for making a life rather than 
for making a living. 

5. Bible Study and Religious Instruction 

The more firmly united in cooperative interest and efifort 
with the other departments the educational work can become 
the better it is for all. This is the experience where the 
largest and best results are obtained. The object of this 
work being for the development of efficient Christian man- 
hood, and its highest results being seen in relating men to 
Jesus Christ as Saviour and Lord— the climax of the best 
education — effort will naturally lead toward an increasingly 
close relation of all educational policies to Bible study and 
religious work features of the Association. Many things 
are in common in the conduct of both these kinds of privi- 
leges as in class work, teachers, lectures, clubs and so on. 



RELIGIOUS INSTRUCTION 35 

a. Personal work 

As referred to elsewhere the uniqueness of Association 
educational work is to so permeate all its policies, its teach- 
ers and leaders, its printed matter and the very atmosphere 
of the entire department, with the spirit of Christ that 
it will even unconsciously tend to develop a normal Chris- 
tian character in every student. For the encouragement of 
such interests, without making them seem over religious, 
and thus defeating the best results, and so that they may be 
wholesomely attractive to every boy and man even though 
they may desire to steer clear of all religious interests — an 
unadvertised committee of picked Christian men repre- 
senting the various features of clubs and classes is often 
formed to cooperate with others in magnifying the real 
value of the Association in the lives of boys and men. 
The work of such committee is always quiet and personal, 
with no formalities. It looks toward leading each student 
into some form of Bible study, attendance upon one or 
more of the weekly religious meetings for men, and other- 
wise bringing him into active Christian life and service. 
The thought that dominates Christian leadership in all de- 
partments of the Association is "Except the Lord build the 
house, they labor in vain that build it." 

b. Teach a Bible class 

Experience shows that it is feasible and desirable for 
every educational department to promote some Bible study 
either through the leadership of the educational secretary, 
a member of the committee, or one or more teachers. It is 
extremely necessary for the educational secretary himself, 
in addition to his personal devotional Bible study, to teach 
at least one Bible class or lead a "life problem" club, in 
connection with the Association work. Often the members 
of this class are from the educational department. The 
teachers and leaders should all be men whose influence will 



36 ASSOCIATION EDUCATIONAL WORK 

distinctly make for Christian character building. By pre- 
cept and example, by word of mouth and the printed page, 
the daily life of Association teachers and leaders will tell 
in the lives of their students. 

c. A problem 

It must be borne in mind that : 

(1) The commercialized spirit is rapidly increasing and 
at times seems to eclipse the altruistic and Christian spirit 
for which the Association stands. 

(2) Although the religious and missionary spirit are 
rapidly growing, yet selfishness seems to be also increasing, 
and the problem of how to successfully counteract this 
tendency with the altruistic is a very real one. 

d. Religious instruction in schools 

(1) The lack of definite moral and religious instruction 
in the public schools of the United States needs to be made 
good by Sunday schools, churches, Associations, individuals 
and organizations until the w^ay may satisfactorily open for 
the general introduction of appropriate instruction of this 
character in the public schools. To help meet this need 
several organizations, such as the Religious Education 
Society and the Moral Education Association, are giving 
attention to its important interests. 

(8) In this connection it may be of interest to note that 
the number of criminal cases per thousand population in 
England for many years has been much less than in the 
United States. The same is true also for juvenile delin- 
quency. One reason for this larger relative proportion of 
criminal tendency in America is said to be due to the ab- 
sence of religious instruction in the public schools. One 
other reason is due to the large influx of immigration from 
southeastern Europe. 



RELIGIOUS INSTRUCTION 



37 



HtUtfioiiS Instruction, i'k School 

Skidnd. area^ def. yetltjtous in&truetton, 3ofo^S m.i>i.in.Caeh ctaltifSestiort. 
7j2ancks^Up /^/t/V«< of £hjUt>^ - 'O^'b 2S7' of- cxck ^ess/o^- 




G^rntcin Cott.tt»i.ua.tttt*. SoJ^ooit^ /oK e«■9^ icnU 




United. ^ta.tea- 



':J'a.-reah.4t.L- x\ 
^MT r-ritt<ktt- .^^ 



Vuuusckoou ^ i^ lh'^'^i:::!:.. .. 



e. It is desired 

The Young Men's Christian x\ssociation as one agency 
striving to develop efficient manhood and citizenship knows 
from experience that those boys and men in whom normal 
manhood and Christian character building have been de- 
veloped make by far the noblest of citizens. 

Increasing numbers of parents, realizing the need of hav- 
ing their boys taught by men teachers, and especially to have 
them under the Christian social atmosphere and religious 
instruction of the Association while they are going to school, 
are asking the Association to conduct appropriate day 
schools for their boys. This shows a really needy field, and 
at the same time a rare opportunity to serve the community 
in the very necessary direction in which the public schools 
at present are restrained from normal effort. 



38 ASSOCIATION EDUCATIONAL WORK 

f. In England and Germany 

The sturdy character developed in the great majority of 
schools throughout England and Germany also proves the 
wisdom of religious instruction introduced into their 
schools, whether public or private. The diagram on an 
adjoining page speaks for itself. In all the Council schools 
of Manchester, England — the public and tax-supported 
schools — religious instruction is given daily in the morning 
for thirty to forty-five minutes. The syllabus of instruc- 
tion in the Old Testament includes the lives of Abraham, 
Isaac, Joseph, Moses, Joshua, and many of the Prophets ; 
the history of the Israelites from the earliest times to the 
disruption of Israel, the Ten Commandments, and selected 
Psalms. The syllabus of instruction in the New Testament 
includes the Life of Christ according to the four Gospels ; 
the Acts of the Apostles ; the Lord's Prayer ; the Beatitudes ; 
the Sermon on the Mount ; and many other similar striking 
themes. 

Their plan for religious instruction provides for a regular 
annual examination — partly written and partly oral — in the 
work covered in the syllabus. This test is conducted by 
the same official inspectors and examiners who conduct 
similar examinations in other subjects. 

Number of Teachers in Association Educational Classes 

1900 1,215 wammmmmmmmmm^^^^^aaa^^^^B 

1903 1,430 ■■■■■■■■■■■■■^^^^■^^^^■^^^ 

1906 1,827 ^m^^^^^m^mimi^^^^m^^^mm^^^^^m 

2.084 ^mmmmmmma^K^a^^^mi^mmi^^^^^^^^^^^^m 

2,549 ^m^^^^^m^^^^m^^^^mi^^m^^^immmmmmmaamm 



III. GENERAL FEATURES 

1. Reading Room 

The reading room is a part of, or closely related to, 
the library as an educational feature, and both are regular 
parts of the educational department, provided by the edu- 
cational budget, under the supervision of the educational 
committee and educational secretary. Practically every 
Association with any equipment has its reading room. Its 
function, however, is not so much to entertain as it is to 
instruct. 

a. Selection of periodicals 

Much care should be used in the selection of periodicals 
and papers and in their subsequent use. By ordering once 
a year an Association may secure the advantage of club 
rates. For Association purposes a minimum choice should 
be made of those magazines and papers which aim to en- 
tertain or amuse and a maximum of care and thought given 
to the selection of those standard, acceptable, high grade 
publications which instruct, uplift and stimulate. Assist- 
ance in selecting periodicals — in which both boys and men 
should be remembered — may wisely be secured from Asso- 
ciation men of experience and frequently from city or state 
libraries. 

b. Conduct and supervision 

The conduct of the reading room is very important. 
Ventilation should be a first consideration. It should be 
well lighted, with artificial lights near each reader ; and 
when well aired, should be a place for comfortable reading, 
not for lounging, visiting or sleeping. It should be near 
the general lobby and thus subject to supervision. A few 



40 ASSOCIATION EDUCATIONAL WORK 

periodicals may be placed in the lobby. Technical or special 
periodicals may well be found for reference in the study 
room of the educational department. Magazines should 
be placed in durable covers ; papers should be secured in 
newspaper holders and hung in racks. Disorderly order 
may be permitted; equipment should be clean. Mutilated 
papers and periodicals should be quickly removed. Penal- 
ties, if necessary, should be attached to deliberate cutting, 
marking or mutilation of papers and magazines. 

Other educational features, such as lectures, talks, clubs 
and classes, can be materially strengthened by the selection 
and proper use of technical and certain general periodicals. 
Lists of special and timely magazine articles should be 
posted in the reading room, study room, lobby or elsewhere. 
Such lists may be prepared by committeemen, teachers or 
secretaries, or secured from the city or school libraries. 
Many of the best magazines should be preserved for bind- 
ing and placed in the library. Others of the used periodi- 
cals may be distributed profitably among public and private 
benevolent or charitable institutions, placed for extension 
reading in shops, foreign districts or where they would be 
helpful. 

c. Systematic reading 

Haphazard, aimless and profitless reading which seems 
prevalent among young men should give place to systematic 
regular and adapted courses of reading. Moreover, many 
men are glad to have such a course outlined for them by 
specialists in whom they have confidence. Various reading 
courses may be followed profitably, including those ar- 
ranged by the International Committee, University Exten- 
sion Bureaus, the Chautauqua Institution, the American 
Institute of Social Science and other similar organizations. 
Reading clubs among dormitory men, among soldiers and 
sailors, among railroad men, in rural communities and else- 




School for Caretakers and Janitors— Bedford Branch, Brooklyn, N. Y. 




Apple Packing— Norih V \ki\l\, Wash. 




First Aid for Coal Miners— Scranton, Pa. 



LIBRARY AND BOOKS 41 

where, may be conducted. The program of work should 
be adapted to meet varying circumstances. Such reading 
courses are highly effective in promoting healthful and 
stimulating home study. 

2. Library 

As a center around which the other work revolves or as 
a strong supplement to other features the library is an 
important part of the Association educational work. In 
either case much attention should be given to the location 
and equipment of the library rooms, to the selection and 
arrangement of books, both circulating and reference, and 
to methods of utilizing to their fullest capacity all books 
and equipment. 

a. Location and equipment 

Library facilities, especially when in the study room, 
should be located near or easily accessible to the ofifice of 
the educational secretary. The room or rooms should be 
clean, quiet, attractive, comfortable and well lighted. 
Chairs and tables should be arranged where readers may 
secure the best light obtaina1)le either during the day or at 
night. 

The furnishing of the library is important. Substantial 
though not expensive tables and chairs are desirable. A 
dignified yet cozy atmosphere is often secured by carefully 
selected pictures. Drapery and floor coverings add much 
to its attractiveness. 

b. Conduct and supervision 

Books should be arranged so that they will be easily 
accessible. They should form a "working" library in which 
reference books, such as encyclopedias, dictionaries, maps 
and other standard volumes, depending upon local work 



42 ASSOCIATION EDUCATIONAL WORK 

and local conditions, may be found. If possible book cases 
should always be left open, with systematic arrangement 
and occasional change of books unless they have been sys- 
tematically catalogued and located. Useless books or vol- 
umes of little value should give way to newer books or 
the space be used to better advantage. 

Technical, scientific and similar books should be pro- 
vided to supplement special lecture courses and classes. 
Students may be encouraged by instructors to look up spe- 
cial topics and carry on individual library and research 
study. City, school or local libraries may be used to supple- 
ment this work. Loans of books on special or technical 
subjects may often be secured from local or state circu- 
lating libraries to supplement lecture, class or club work. 
With the decreased cost of fiction and the increased num- 
ber of public libraries many Associations spend relatively 
less in the purchase of such material. 

By posted lists of new books, card catalogs, occasional 
book talks, book club, frequently replaced loans from other 
libraries, public and private, and in other ways, the library 
can and should be made useful and stimulating. Many 
successful secretaries place a few carefully selected books, 
on their private desks which, marked or unmarked, cin be 
handed personally to those who visit the secretaries' offices. 
Much good is done by secretaries in this way among young 
men who would not themselves be apt to select and read 
the right kind of stimulating, thoughtful and message- 
giving books. 

The library cannot successfully run itself. Unremitting 
effort should be made by secretaries, committeemen and 
others to make it function properly. In no place within the 
Association building will carelessness and unsystematic 
administration be more apparent than in the library. 
Whether or not it is a stimulating center of Association life 
depends largely upon the interest, attention and supervision 



GENERAL FEATURES 43 

which it receives. The hbrarian, when there is one, is one 
of the assistant educational secretaries. 

Number of Men and Boys in School — All Kinds 

Based on United States Bureau of Education Reports, 1910, Also the 
Educational Commission of the Chicago Commercial Club 

Number of Male Students Enrolled in all Schools, Public and Private— 9,800,000 
(19.4% of Male I'op.) 

Per Cent of Male Students in Regular Attendance 

Per Cent Enrolled in all Grades below the High School 

^^mmm^^^BmaamB^i^^^^^^^^^^^^^mmmmmmm 90.2% 

Per Cent Completing Grammar Grades 

mm^^^a^a^^ 17.9% 

Per Cent Entering High Schools 

IHi^HB 11.8% 

Per Cent Completing High Schools 

^ 3.4% 

Per Cent in all Secondary Schools — High Schools and Academies 

^B 6.4% 

Per Cent in all Supplementary Schools — Evening, Business, Art, etc. 

■ 2.5% 

Per Cent in all Higher Education— Colleges, Universities, Professional Schools 

■ 1.90% 

Total Males of Vocational School Age (12-22 years) 18,500,000 
^^^■■■■^^^^^^^^^■■■■■■■■■■■■■^■^■^^^^^^^■i 100% 

In Vocational Schools, or Taking Vocational Studies in Other Schools 

Number Completing Course 

■ 1.97% 

3. Lectures 

a. Definition 

The educational lecture, distinguished by a definite edu- 
cational content, contrasts with the practical talk in the 
following respects : It is more formal in character ; the 
audience is larger ; fees are generally charged ; the speaker 
is usually paid ; much more effort is needed in making pre- 
liminary arrangements ; and expenses are involved which 
are much greater. The lecture may be popular in char- 



44 ASSOCIATION EDUCATIONAL WORK 

acter but should find its highest merit in definite instruc- 
tion, information and incentive to further study. A few, 
but not all, numbers in a lyceum course may be called 
''educational lectures." 

From one to a dozen or more lectures may be given upon 
as many different subjects and thus the possible lack of 
sequence in topics distinguishes them from the "class lecture 
series." The speaker should present a lucid and symmetri- 
cal treatment of his subject and leave a well-defined impres- 
sion upon his audience. 

b. Subjects 

Topics suitable for educational lectures are varied and 
numerous and should be chosen to yield the largest good to 
the largest number. Much useful material may be found 
as follows: 

(1) Biography, with its incident lessons in history, poli- 
tics, literature and fine arts. 

(2) Travel, with its wealth of practical lessons in geog- 
raphy, history and social and economic conditions. 

(3) Social problems with their lessons in social welfare, 
reform, and industrial, civic and commercial problems. 

(4) Useful and fine arts with their lessons in industry, 
science, invention and beauty. 

(5) Engineering, including discussions of modern appli- 
cations of steam, gas and electricity ; construction work, 
aerial and water navigation ; transportation and similar 
topics. 

(6) Personal life problems and a choice of one's voca- 
tion, amusements, thrift, hygiene, health, home life, educa- 
tion, culture, etc. 

c. Organization and conduct 

.Educational lectures are surest of success and yield 
largest service when they are conducted as a supplementary 



LECTURES 45 

feature to other activities, such as class or club work. As 
such and in contrast to the practical talk, the subject is 
generally chosen first and then a capable speaker found, if 
possible, to present it. This does not exclude, however, 
the use of lecture platform speakers of large ability whose 
lectures are worth securing. Competent men are not 
always obtainable locally, so frequently one must seek else- 
where for a special talent, either in cooperation with other 
Associations, through lecture bureaus, or otherwise. Talent 
should be secured long enough in advance of the lecture 
date so that ample time may be had for preparation; the 
speaker should also be advised carefully as to the character 
of his audience and in general what is expected. University 
extension lectures are exceedingly valuable when carefully 
chosen ; but care should be used that they be not made a 
simple and easy way by which the local Association either 
through its officers, committeemen, or others escapes respon- 
sibility for planning and promoting independently those 
features most nearly required to meet local needs. 

Attendance should be primarily limited to men, though 
mixed audiences are often desirable and necessary. The 
educational committee, subcommittee, special committee or 
group cooperating with the general secretary or the educa- 
tional secretary should care for the general promotion and 
conduct of this feature. They should arrange also for 
necessary advertising and publicity. Much effort should 
be made to secure not only an audience but the audience 
desirable for a particular lecture. 

d. Finances 

Expenses in securing talent, car fare, preparation for 
lecture, such as necessary stenographic service, making of 
lantern slides or special apparatus, drayage, expressage, 
advertising, etc., should be met by the Association. Talent 
may often be secured free ; frequently a reasonable charge 



46 ASSOCIATION EDUCATIONAL WORK 

is made; in any event the speaker should not be encour- 
aged to receive large fees. To cover legitimate expenses 
the Association may make a direct appropriation from its 
budget, a special fund may be raised and utilized for this 
purpose, or a reasonable admission fee for one or a series 
of lectures may be charged to defray all or part of the 
expenses. 

4. Practical Talks 

a. Object 

One of the most informal, and yet most interesting and 
valuable educational features, is the practical talk. Its 
object is to give a man or boy larger and wider interests ; 
to suggest a subject on which he will do further reading; 
to add informally to his knowledge and outlook on life; to 
lead him through a combination of recreation and educa- 
tion, to spend a portion of his leisure time more profitably ; 
to pave the way for more thorough work ; to inspire him 
to better interests and impulses through a strong person- 
ality in the leader. They have been largely used also to 
helpfully introduce the cultural element among students in 
class work. 

b. Conduct 

A practical talk can be given on any subject, at any time, 
anywhere, to any group of men or boys, under any circum- 
stances and by anyone who knows what he is talking about. 
It may be given either inside or outside the Association 
building and to as many as can conveniently listen, see or 
hear. Generally, small groups are better. The lobby, parlor, 
game room, "gym," an office, a class room, a corner, or 
before the fireplace — all of these places in the Association 
building may be utilized ; the corner of a shop at the noon 
hour, the shipping room of a wholesale house, a lunch 



PRACTICAL TALKS 47 

room, a church, a club, schoolhouse — any gathering place 
at morning, noon or night, outside the Association building 
may be used. The conduct of the session depends entirely 
upon circumstances. Men or boys should be put at their 
ease and into friendly relations with the speaker. 

c. Selection of speakers and subjects 

In general, the man and not the subject is the most impor- 
tant matter. Make a careful choice of speaker and then 
discover what he is most fitted by temperament and expe- 
rience to talk about. Not the least value of the talk is the 
development of latent powers and possibilities in undis- 
covered men. Let the subject adjust itself to the man, not 
the man to the subject. 

It is highly desirable to plan definitely for a series of 
from ten to one hundred or more talks during the year, 
depending on membership and extension work. If possible 
the subjects should be varied according to the seasons, local 
interests, happenings of the day, and in other ways be made 
helpful, attractive, informing and stimulating. A good 
plan is to choose a number of speakers in advance and 
secure their agreement to talk upon acceptable subjects on 
short notice. By this method one always has a supply of 
speakers on hand and runs small risk of disappointment. 

d. Methods and principles 

Each speaker should be told carefully by outline, if pos- 
sible, what is expected from him, about how long he is to 
talk, in what way, to what kind of men, and to how many, 
and what you wish to accomplish. He should be encour- 
aged, in case of technical, science or similar subjects, to 
demonstrate by models, experiment, machines, instruments, 
drawings, charts, pictures and objects, the subject under 
discussion. As a rule no fees should be charged and no 
expenses save those of car fare and other incidentals need 



48 ASSOCIATION EDUCATIONAL WORK 

be incurred. The development of volunteer leadership will 
thus be encouraged. 

No one feature will produce greater and more beneficial 
results for the time and expense involved than these in- 
formal talks. Results should be found in an intensified 
interest in new subjects; organization of new clubs; in- 
creased demand for new classes ; larger student enrolment ; 
more wholesome interests and greater service of the Asso- 
ciation. Efforts should be made to secure one or more of 
these results to as large an extent as possible. 

e. Talk topics 

Some of the subjects which Associations have found 
most attractive are as follows : 

Practical Science. Demonstrations in chemistry, physics, elec- 
tricity, medicine, astronomy. 

Travel and Exploration. Chats about vacation experiences ; trips 
at home and abroad. 

Government and Polities. Talks on problems of city and country 
life; government ideals and problems; political parties and prin- 
ciples; civics. 

Biography. Talks about men of today and yesterday; who they 
are or were; what they are or were doing. 

Modern Engineering. Bridge building, tunnelling, power plants, 
water supply, drainage, irrigation, canal building, aeronautics. 

Music and Art. Conversations about the beautiful in song, color 
and form; musical composers; painting, sculpture, arts and crafts; 
books. 

Personal, Domestic and Public Economy. Talks on thrift, sav- 
ings, accounts, life insurance, building and loan associations, house- 
hold accounts and expenses, expenditure of public money, taxes. 

Nature Study and Woodcraft. Should be adapted to the season 
and community. Demonstrations are always interesting. Outdoor 
tramps offer good time and opportunity. 

History and Economics. Discussions of current events, present- 
day problems, industrial life, factory production, labor problems, 
charity organizations, pauperism, crime. 

Health and Hygiene. Bathing, care of the body, teeth, throat. 




•^^ V—**^'*^ ^Mfc jj II ■■ v*^ 8e ^^-^ fU^v ' . f—^ * .TiiLT! frit • *^' S* — • -fc ? 



No. 1. Bovs Drop Out of School— One Hundred Boys in First Grade 



In 


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r V 




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^. m^ms.^^. 


^■^^^NHIFw^v^m 




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Bovs' Summer School— Columbus, O. 



TOURS AND TRIPS 49 

eyes, skin. How to keep well ; sex and personal habits ; foods and 
eating; play and recreation; clothing. 

Miscellaneous. How to use a razor; care of the hair; tele- 
phone; telegraphy; printing and newspaper work; medicine and 
surgery; law; the pulpit; value of an education; business methods; 
personal life problems; marriage; child life; photography; poultry. 



5. Educational Tours and Trips 

a. Principle 

Seeing is believing, and what one sees he remembers. 
This is the underlying principle in the educational trip or 
visit. Such excursions by a group of men or boys may be 
made to any place or institution worth seeing. 

b. Places visited 

Among them may be mentioned: 

(1) Local public institutions, such as gas works, electric 
power plants, water works, telegraph office or telephone 
exchange, post office, public buildings. 

(2) Local or neighboring industries, as brick-kilns, pack- 
ing plants, steel mills, mines, collieries, railroad yards, saw- 
mills, dairying plants, newspaper offices and shops. 

(3) Factories, as silk, cotton and woolen mills, bakeries, 
harness and shoe factories, potteries. 

(4) Business concerns, as department stores, banks, 
wholesale houses, insurance associations. 

The limit set by such excursions depends entirely upon 
the local community and its neighborhood within visiting 
distance. 

c. Value 

As a supplemental educational feature these trips are very 
useful. Classes or clubs may make regularly planned visits 
to industries or concerns directly or indirectly connected 



50 ASSOCIATION EDUCATIONAL WORK 

with the subject in which they are interested. Practical 
talks may be preceded or followed by such visits and thus 
stimulate the organization of or attendance at classes and 
clubs. Association libraries can add materially to the effec- 
tiveness of their work through the promotion of tours and 
trips to supplement library books, courses or periodical 
literature. 

The special value of the trip lies not only in the informal 
and semi-recreational type of instruction offered, but in the 
stimulation of new interests and wide acquaintance by those 
who participate. No less value attaches to the leadership 
involved and to the importance of interesting business men 
and managers in using their occupational facilities for good. 

d. Organization and conduct 

It is well to observe a few principles in the organization 
and conduct of such trips which Association experience has 
tested and tried : 

(1) Visiting groups should be small, generally limited 
to ten or fifteen in number, but depending upon the place 
visited. 

(2) The responsible leader who accompanies each group 
should have some previous knowledge of the place visited 
and of the men to be met. 

(3) Such trips should be arranged well in advance with 
the management of the place to be visited. Advice should 
be given by mail, messenger or telephone at least a few 
hours in advance of the time when the party is to arrive. 

(4) Arrangements should be made, whenever possible, 
for a personally conducted tour by an officer or capable 
employee, encouraging much explanation and demonstra- 
tion. 

(5) Arrival should coincide with time appointed. Delays 
are exasperating to business men and are apt to prevent 
further assistance. 



TOURS AND TRIPS 



51 



(6) Visitors should be discouraged from "wandering" 
or in any way interfering with workmen or appointed leader. 

(7) Application for places in the party should be re- 
quired in advance. 

(8) A series of such trips should be planned well in 
advance that most efficient results may be secured. 

(9) A word of thanks and appreciation should always 
be sent to officials of the place visited; publicity of such 
visit may well be had and if possible some report in writing 
for Association reports encouraged from the groups. 



Male W/icf-CBRNEf^s 

LCflT IQJ 





^^ afMa.lt.i ~ 
^;na:Ucn.ttr civett.) ar9 

definite school tralntMa. 



The large circle represents the 29,600,000 male wage-earners over ten years 
of age. The small inner circle represents the very small proportion of these 
males that have been fitted by definite educational training for their present 
vocations and occupations. About 27 per cent of the males are reported as 
in commercial and professional positions. The circle to the right, drawn to 
a different scale, shows less than 600,000 males attending evening and supple- 
mentary schools of all kinds. Nearly 70 per cent of these men and boys are 
studying commercial, language and professional subjects for which only 27 
per cent of the vocational positions reqtjire such special training. The need 
thus shown is — (a) to do all that is possible to provide vocational training 
facilities to meet at least a portion of the needs of the 95 per cent of the 
males not yet educationally fitted for life work ; (b) t9 place much more 
emphasis on the science, technical, industrial and vocational training privi- 
leges, for which there is so much greater general need, rather than on the 
commercial and professional subjects which are relatively so much better 
provided. 



52 ASSOCIATION EDUCATIONAL WORK 

6. Class Lecture Series 
a. Definition 

The class lecture series is neither a series of unrelated 
lectures, such as outlined in the preceding section under 
"Lectures," nor is it class work, though it partakes of the 
nature of both. This feature is less formal and more sys- 
tematic than unrelated lectures and more formal and less 
intensive than class work. Consequently either special lec- 
tures or extra class work or both may profitably supplement 
the class lecture series. Its function is to combine logically 
the stimulation, information and special training of the 
expert with the more or less systematic, carefully outlined 
and intensive work of the class room under the guidance of 
a teacher, and where there is much recitation, personal in- 
struction and conference, the solving of problems and sup- 
plementary study. 

The class lecture series may comprise from ten to fifteen 
lectures by one person, assisted possibly by others, upon one 
definite subject in which there may be more or less dis- 
cussion, quiz and supplemental reading, concluding with or 
without examinations. Some of the subjects may be law, 
accountancy, insurance, business management, advertising, 
salesmanship, finance, engineering, aeronautics, character 
building, eugenics, agriculture and allied subjects. Such 
a course or series of lectures is planned and carefully 
thought out after much consultation with the leader and 
Association officers and finally arranged, advertised and 
promoted with the object of meeting the needs of a particu- 
lar group of men in the community. Such work should not 
be confused with class work, and should not be advertised, 
promoted or reported as such. Thus the Association will 
avoid charges of superficiality in conducting courses which 
contain insufficient study, concentration and applied effort 
generally implied by the term "class work." 



CLASS LECTURE SERIES 53 

b. Organization and conduct 

Responsibility for this feature rests, as in the case of 
other educational activities, upon the educational com- 
mittee, the educational secretary or other Association offi- 
cials. A special advisory committee often renders valuable 
assistance. Though a special lecturer may be used occa- 
sionally, it is desirable to make one person the leader and 
chief lecturer and place in his hands prime responsibility in 
outlining the topics to be covered. For this he should be 
paid, as in the case of other teachers, a fee sufficient to 
secure the best obtainable ability. Special lecturers may or 
may not be paid for their services. 

Unlike class work no detailed record is kept of attend- 
ance, and frequently no examinations are held, though an 
occasional informal quiz is stimulating. Registration in 
such lecture series entails requirements similar to registra- 
tion in regular class work. These courses are most success- 
ful when reading assignments are made and students are 
encouraged to do more or less collateral reading or special 
study and investigation. A small group may be organized 
as a club for this purpose. 

c. Finances 

Associations with thorough accounting systems charge 
off against the several features, including the lecture series, 
expenses of teachers, advertising and other items charge- 
able to the several accounts. The class lecture scries, as 
to organization, promotion and financing, differs in no re- 
spect from regular class work except in degree. As a rule 
the expenses involved in special equipment, lecturers, lead- 
ership and advertising is greater for class lecture series 
than for most other features and consequently higher fees 
are charged. As a rule these lecture series are largely voca- 
tional in character, and are attended by mature and com- 
paratively well-to-do men. This makes a relatively higher 



54 ASSOCIATION EDUCATIONAL WORK 

fee possible than for other features. Furthermore there is 
generally no criticism or objection to this practice. Fre- 
quently tuition fees received will exceed expenses, in which 
case the excess may be used to balance the account of the 
other features carrying a deficit. 

7. Clubs 

a. Principles 

The development of club spirit and of various forms of 
club activity in the Association opens the way for a larger 
measure of that stimulating influence of man on man which 
the organization always has sought to magnify. For the 
best results in educational clubs experience shows that each 
member should find congeniality and like-mindedness, com- 
radeship, like interests, stimulation, in formal discussion 
and discussion and instruction and an opportunity to develop 
along those lines for which he has joined with others in 
similar interests. 

The club, properly conducted, blends healthful comrade- 
ship with definite purpose, whatever its object or the cause 
of its existence. As an Association organization it should 
bind service with effort and Christian motives with personal 
desires, and as such no other organization, properly con- 
ducted, is more normal or more truly Associational in the 
proper sense of the term. 

b. Classification 

Clubs fall into two classes — Short term, and long term. 

(1) Short term clubs have a more or less temporary 
organization and a minimum of formality. Their work is 
generally laid out in definite, carefully outlined units, and 
a delegated Association representative sustains a close rela- 
tion of supervision and guidance. They have a value appar- 
ently out of proportion to their length of life. Among 



VARIETY OF CLUBS 55 

boys particularly, whose interests change very rapidly, the 
short term club is that which can be used to greatest advan- 
tage. In this case one group of boys, within a few months, 
may become successively a stamp, bird, first aid, marble and 
garden club. In any event natural interests should deter- 
mine the character of club work. With modifications the 
same is true of clubs among men though not to such a large 
extent. 

(3) Long term clubs with permanent and continued 
organization, conducting adapted work in well-defined lines, 
are more effective instruments for systematic, sustained and 
permanent work. The secretary and appointed leader has 
a direct advisory relation to this organization. 

c. Variety 

The different kinds of clubs for men and boys are limited 
in number only by the various interests which can unite 
small groups for either short or long periods. The follow- 
ing is suggestive, not exhaustive : 

(1) Literary: lyceum, literary, debating, public speak- 
ing, reading, book, dramatic, story-telling. 

(2) Musical: as chorus, glee, mandolin and guitar, banjo, 
band, drum corps or orchestra. 

(3) Scientific: as engineering, photography, electrical, 
chemical, astronomical, medical or aeronautics. 

(4) Art: as sketch, water-color, art-photography, paint- 
ing, arts and crafts, interior decoration, illustrating or car- 
tooning. 

(5) Civic: as politics, social economy and welfare, muni- 
cipal problems, public improvement, or civic research. 

(6) Business and Vocational: as salesmanship, stenog- 
raphy, advertising, business management, economics, trans- 
portation, banking, office efficiency, agriculture, or printing. 

(7) Miscellaneous: first aid, historical, travel, collection, 
air brake, poultry, or apprentice. 



56 ASSOCIATION EDUCATIONAL WORK 

d. Relation to other features 

Clubs are valuable adjuncts to other educational features, 
such as classes, talks, tours and trips, library and extension 
work. A class often in time produces a club; likewise a 
club frequently begets a class with paid instruction. A 
club also may result from a talk or series of informal 
talks ; similarly, a practical talk club may arrange and con- 
duct such a feature for the Association during the season. 
A reading club generally centers in a library or reading 
room, and an "extension club" may make trips to various 
local, civic, business and industrial plants the main part 
of its program. 

e. Principles of organization 

Experience indicates that for best results certain char- 
acteristics and principles of organization and conduct should 
be observed : 

(1) A club should develop from within outward and 
have a natural growth. Only those things which grow, not 
those which we make, have life. The proper origin of a 
club is an individual boy or man with an idea, having the 
power of leadership, being thoroughly in sympathy with 
the general purpose of the Association and in close working 
relationship with the management. Carefully encouraged 
and coached this individual shall quietly find another like 
himself, these two a third, and this nucleus should add to 
itself by natural accretion such friends as have the right 
interest, are congenial and willing to work. Thus were the 
twelve disciples chosen. Publicity of plans and work should 
follow, not precede, the organization of the club. Varia- 
tions in method of organization may be had, provided the 
general principles are observed. Clubs must develop from 
few to many ; not from many, such as one finds attending a 
public meeting, dinner or talk, to a select few. 



"A ■■^-iiSBh'ir. 







No. 2. Boys Drop Out of School— Of One Hundred Bovs in First Grade 

There Are Thirty-fue in Fifth Grade 

The Sage Foundation reports fifty-five in Fifth grade as the corresponding 

proportion of one hundred boys in First grade 




Course in Aeroxauih s i'i>r l■.()^.-^ Immw ai 





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Poultry Raising School— Portland, Ore. 



ORGANIZATION OF CLUBS 57 

(2) Congeniality, affinity of interest and like-mindedness. 
The presence of those in a club whose interest does not 
affiliate and associate them readily with others of the group 
is a source of annoyance to both and a menace to the success 
of the club. They should have not only like interests, but 
also like-mindedness to associate successfully. New mem- 
bers should be accepted after this test only. 

(3) Exclusiveness. If a club is to include those who can 
work best together it must exclude those whose presence 
would not further the group's objects. A club, therefore, 
is necessarily exclusive in the sense that it keeps out unlike 
elements though not essentially in an undemocratic or 
obnoxious way. Associations should be free in granting 
the right of exclusiveness as far as a club's personnel is 
concerned, being careful not to cultivate an objectionable 
clique spirit by granting special unnecessary privileges. 

Cost of Education Per Student Per Year Attending 
Public Schools 



1870 $15.20 

1875 15.70 I 

1880 13.61 I 

1885 15.06 I 

1890 17.54 I 

1895 18.76 I 

1900 21.23 

1905 26.27 I 

1910 33.50 



(4) Leadership. Most men and boys are "trailers." 
Consequently well-chosen leadership is largely essential to 
the success of any club whether that leadership depends on 
one or more individuals. There is value in training together 
under leadership ; there is value in exercising leadership. 
The leader should have positive convictions, though not be 



58 ASSOCIATION EDUCATIONAL WORK 

domineering in their expression, an aggressive personality 
and be possessed of a will which commands response. This 
is doubly true for adult leaders of boys or for leadership 
by older boys of their juniors. Moreover, the leader should 
bear close cooperative relationship to Association officers. 

f. Twofold purpose 

A club exists for the pleasure and profit of its members. 
It will not reach the highest level of usefulness, however, 
either to its members or others, unless "service" holds a 
large definite share in its program. As with the individual, 
the club's life depends on the expression of service in defi- 
nite form in behalf of others. A club will do best work^ 
will gain greater publicity, will wield a larger influence and 
will be of greater value to its members if it performs some 
definite piece of service ; such may be to conduct an exhibit,^ 
give a series of special lectures and talks, equip libraries, 
organize social centers in needy districts, promote the Big 
Brother Movement, promote good citizenship, make social 
welfare investigations, provide Association scholarships for 
needy boys, furnish volunteer leaders for other educational 
features, conduct shop talks and in other ways serve the 
community. 

g. Ups and downs 

Club work would not be natural unless interest alter- 
nately increased and waned. At times interest is high, 
at other times it is low. One should not be over-enthusiastic 
for the first, nor worried about the last. Even should a 
club die out, if its purpose has been fulfilled partially but 
certain desirable elements have been lacking, there should 
not be overwhelming regret. At times it is desirable to 
"kill' a club if by so doing one can build a better. What 
is said under the section on principles, on long term and 
short term clubs is applicable in this connection. 



CONDUCT AND PURPOSE OF CLUBS 59 

h. Conduct and administration 

(1) A club should be allowed to do nothing out of har- 
mony with the Association's general policy or contrary to 
the judgment and will of the latter's officers. This does 
not rob the club of a legitimate right of initiative and self- 
control ; on the other hand, a recognition of the principle 
gives to the executive officers a responsibility of oversight 
for legitimate and profitable club work and an absolute 
control in case of necessity. Frequent conference and close 
personal contact will insure harmony of action between club 
and Association officials. 

(2) Property rights should be vested wholly in the Asso- 
ciation. Harmony is much more apt to obtain when a club 
subordinates its individual claims to those of the parent 
organization. Experience has shown that complete control 
of club room properties and club equipment by the Asso- 
ciation involves no loss of dignity or essential rights by the 
club. Furthermore, such an understanding and agreement 
completely removes any grounds for dissension or mis- 
understanding at any time. 

(3) Adequate facilities in the way of room, equipment, 
adjustment of hours, publicity, counsel and supervision 
should be made by the Association to encourage legitimate 
club work, the same being withdrawn when, at any time, 
the Association feels justified in refusing further support. 
The Association should lend hearty aid in helping clubs 
secure equipment and should endeavor to preserve a club's 
rights in the use at stipulated periods of space, facilities or 
equipment. In addition, each club should enjoy as many 
supplementary facilities in the way of lectures, demonstra- 
tions, periodicals in reading room and books in library, 
classes and features as the Association can consistently 
furnish. 

(4) Publicity of club activity is desirable to draw outside 
attention and deepen interest within the club. Besides 



60 ASSOCIATION EDUCATIONAL WORK . 

printed announcements, successful publicity may be ob- 
tained by the club through conducting some enterprise, 
such as an exhibit, a special entertainment, some special 
feature, a series of lectures and talks, a piece of research 
or some form of service. Because of its organization a club 
may often stand sponsor and be responsible for some fea- 
ture securing therefor special talent or leadership which 
would be difficult to secure in any other way. Various 
forms of service which enlist more interest and publicity 
and produce favorable comment on a club should be en- 
couraged. 

(5) Club membership should be limited to Association 
membership, the minimum Association fee being accepted. 
Additional club fees should be sufficient to cover specific 
and contingent club expenses. To avoid possible friction, 
secure close cooperation and insure responsibility, club fees 
should be payable to the club treasurer through the Asso- 
ciation office. The club fee should be so adjusted that spe- 
cial assessments are rarely if ever necessary. Special ex- 
penses incurred in purchasing permanent equipment, etc., 
should be provided out of the Association budget or partly 
or wholly raised by subscriptions or moneys secured by the 
club, great care being used that in any solicitation of sub- 
scriptions the rights and wishes of the Association in respect 
to regular contributions should be met. 

i. Purpose 

Some desirable objects and advantages in club work are 
as follows : Men of various interests touched ; helpful auxil- 
iaries to other Association features ; encouragement of 
cooperative eflfort ; development of leadership ; promotion 
of good fellowship ; opportunities for helpful Christian 
influence. 

Local conditions will determine the form and contents of 
club constitution, by-laws, reports and work. 



CLASS WORK 61 

Cost of Public Schools in United States, Per Capita of 
Population 



1870 $1.25 
1875 1.91 
1880 1.56 
1885 1.96 
1890 2.24 
1895 2.54 




1900 2.84 mi^m^^^^^^^Km 



1905 3.53 ^^^WMmi HISlWIBi 

1910 4.45 ^^immmmmmaKm 



8. Class Work 

Among the features for aiding men and boys education- 
ally, class work is the most effective school phase of Asso- 
ciation service. The nature of this work is so varied, its 
growth so rapid, it involves so many divisions each with its 
necessary and increasing detail, includes such important 
financial as well as industrial and commercial interests, that 
it seems best to give this subject the entire following chapter 
to its best treatment. 

While class work is but one of the many types of educa- 
tional activity in the Association, many Association officers 
and members limit the usefulness of the Association edu- 
cationally by regarding class work in a few subjects as all 
there is to the educational department. A careful reading 
of this book will show the growing variety of efforts which 
a few Associations are successfully using in meeting the 
educational needs, and will thus aid many other Associa- 
tions and other organizations in similar altruistic service. 



IV. CLASS WORK 

For the great majority of males employed in the day time, 
and especially for those 14 to 30 years of age and over who 
need fundamental and elementary subjects, evening class 
work is provided. A small group of eight or ten men or 
boys in session two or three times a week for definite study 
and recitation with an efficient teacher brings best results. 
Success depends on the student's earnestness, general ability, 
patience and faithfulness in attendance ; on the ability of 
the teacher, and the interest that he may develop in the 
student ; on the spirit and social atmosphere of the Asso- 
ciation ; and on whether the student receives or not what 
he needs. 

1. Schedule 

In a successful Association it is necessary to have a defi- 
nite plan for everything and everything in its proper or 
related time and place. Such plan or schedule should be 
determined as early as possible, printed in the prospectus 
and otherwise advertised before September 1. Such 
schedule should also be printed on cards or small circulars 
for distribution during the season, and occupy a large and 
prominent place in the Association lobby on a large bulletin 
board. The schedule on the adjoining page is practically 
the one in operation at present (1913) in a city of 100,000 
population in an Association of 3,200 members, with 904 
students in class work, and shows the boys' educational 
features cooperative with, but in separate rooms from, those 
of the men. For the second hour of the evening, as 8.30 to 
9.30, many other classes, usually advanced, are held in the 
same rooms. By means of various marks the schedule also 
shows the general use of class rooms for a large and varied 
day work among boys and men. 



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64 ASSOCIATION EDUCATIONAL WORK 

2. Divisions of Class Work 

a. Commercial and business 

Commercial arithmetic, mechanics' business arithmetic, penman- 
ship, business correspondence, bookkeeping, accountancy, stenog- 
raphy, typewriting, business and commercial law, commercial geog- 
raphy, office boys' training, business, commerce and finance, adver- 
tising, real estate, salesmanship, care of buildings, journalism, com- 
mercial apprentice schools, store schools, day schools. 

b. Social science 

History of the United States, municipal government, economics, 
ethics, sociology, civics. 

c. Industrial and technical 

Freehand drawing, industrial design, clay modeling, architectural 
drawing, plan reading and estimating, building construction, masonry 
construction, structural work in steel, mechanical drawing, blue 
print reading, machine design, locomotive and car design, physics, 
elementary electricity, applied electricity, electric wiring, electric 
railways, telegraphy, telephony, shop mathematics, applied mechanics, 
strength of materials, elementary chemistry, applied chemistry, me- 
tallurgy of iron and steel, mining and assaying, pharmacy, practical 
steam engineering, marine engineering, locomotive engineering, sta- 
tionary steam engineering or engineers' license, boiler firing, ship 
drafting, navigation, surveying, municipal engineering, railroad engi- 
neering, first aid to the injured, personal hygiene, pubHc health or 
community hygiene, textiles, shop work or manual training, arts 
and crafts, automobile work, window trimming, sign painting, sign 
lettering and show card writing, art in house furnishing and decor- 
ating, seamanship, motor boating, fire protection, printing, industrial 
apprentice schools, day technical schools. 

d. Machine and building trades 

Carpentry and building, pattern making, foundry work, forging, 
tool making, machine shop practice, sheet metal work, boiler making, 
metal roofing, tinsmithing, plumbing, heating and ventilation, steam 
and hot water fitting, bricklaying, plastering, house painting, fresco 
painting, apprentice schools for machine and building trades, day 
work. 




No. 3. Bovs Drop Out of School— Of One Hundred Boys in First Grade 
There Werf, Seventeen Boys in Eighth Grade 



In many other cities this isroportionate number is from twenty to thirty. 
Foundation report for selected cities is twenty-seven 



The Sage 




Wireless Telegr.\phy— Everett, Wash. 



DIVISIONS OF CLASS WORK 65 

e. Language and academic 

Business English, English composition and rhetoric, literature, 
English for Coming Americans, German, French, Latin, Spanish, 
algebra, plane geometry, trigonometry, physical geography, public 
speaking and elocution, reading course, elements of music. 

f. Agricultural and rural science 

Forestry, soils, field crops, grain grading and judging, rural econ- 
omy and farm management, insects, pests and plant diseases, animal 
husbandry, poultry husbandry, dairy husbandry, rural engineering, 
agricultural clubs for boys, educational work in camps. 

g. Special railroad 

Subjects for enginemen, trainmen, office men, subsidiary company 
employees ; also for those in air brake, transportation of explosives, 
administration, freight rates, combination of fuel, and many others. 
Railroad apprentice schools. 

While the majority of these subjects will be treated as 
regular class and recitation courses, yet an increasing num- 
ber of the more advanced courses and those for mature and 
experienced men in vocational training and semi-profes- 
sional subjects, may be treated as a series of class lectures 
with quizzes, demonstrations and reading. See pages 29, 52. 

h. Subjects pursued in class work 

Business and commercial 
Social science 
Industrial and science . 
Building trades . 
Language and academic 



Total students 12,500 28,750 61,850 

From the table it will be seen that while 60 per cent of 
the 12,500 students, or 7,500 in 1893, were pursuing busi- 
ness and commercial subjects, 38 per cent of 61,850 students, 



1893 


ni02 


1911 


60% 


49% 


38% 


... 2% 


2% 


2% 


8% 


17% 


21% 


4% 


5% 


6% 


26% 


27% 


2,Z% 


100% 


100% 


100% 



66 



ASSOCIATION EDUCATIONAL WORK 



or 23,503, pursued similar subjects in 1911. In other words 
for a clear understanding of the table one must relate the 
per cent in each case to the number of students for the year. 
While the business and commercial percentages have grown 
less and less, yet the total number of students in those sub- 
jects has been steadily increasing. 




Of the 62,000 students in class work (1911) about 3,000 are Railroad men, 
1,000 Rural, 1,100 Army and Navy, 900 Colored, 10,000 City boys 14 to 18, 
and the remainder of 46,000 are City men. 



3. Terms 

The Association educational year corresponds with that 
of public schools, institutes and colleges, or from July 1 
around to July 1. The more active work runs from about 
October 1 to April 1, while a spring term from April to 
June is now conducted successfully in a large and increas- 



CLASS WORK— TERMS AND ADMISSION 67 

ing number of Associations ; also summer terms and boys' 
summer schools from July to September are operated at 
sixty or more points. While the season's work in a majority 
of subjects covers about six months, yet in an increasing 
number of larger Associations, and in places with educa- 
tional secretaries, it is found convenient to arrange for a 
few short subjects in the fall term, as from October 1 to 
December 20, and plan for their repetition or add other 
subjects for a new constituency of men during the winter 
term, January 1 to April 1. In such places the three months' 
term is being considered the time unit for class work. The 
fall and winter terms usually run about twelve weeks each, 
while the spring and summer terms run about ten weeks 
each. The annual report for the summer term in any year 
will be made in May of the following year even though a 
few of the less important facts of such report have to be 
estimated. 

The advertising concerning dates, length of terms, tuition 
fees, place of meeting, names of teachers or leaders should 
be clear and well understood. 

4. Admission 

Each person desiring to take advantage of educational 
privileges will first confer with the educational secretary, or 
other proper Association officer, counsel concerning what 
subjects and features it may be wise for him to take up, 
fill out his application blank and pay the regulation fees 
for the work selected. When conducted in the Association 
building svich charges usually require a membership fee of 
from one dollar and up for boys, and two dollars and up 
for men, in addition to the tuition fees for the various edu- 
cational privileges desired. Such total amount of payment, 
however, should be treated as a single item to avoid a 
troublesome confusion over numerous fees. For example, 
it is better to say that it will cost $9 for a man to take busi- 



68 ASSOCIATION EDUCATIONAL WORK 

ness English and shop mathematics for six months, and 
while he does so he is a member of the Association; than to 
ask him to pay $3 limited membership fee, a $4 tuition fee 
for mathematics, and $3 more of tuition fees for English. 

As a rule it is desirable that the regular membership fees 
for persons seeking educational privileges should be not 
more than the so-called limited membership fee of $2 or $3 
or its equivalent in a generally accepted foundation member- 
ship fee in all Associations. Experience shows that the 
best results are realized from treating the entire matter on 
a simple a la carte plan— pay for what you select. To en- 
courage students to make the most of Association privileges, 
to continue their courses as long as possible, and at the 
same time to make it equally valuable and attractive for 
them to take advantage of such privileges for any three 
months, or even for but one month, the most successful 
practice indicates one amount for such privileges for the 
year, and proportionally larger amounts by the term or by 
the month. For example, if the tuition for business English 
is $4 per term, the rates are usually $7 for two terms, or 
$9 for the year. If students are unable to pay the entire 
amount at once local arrangements are made for payments 
to be made in thirty or sixty days. It is of course under- 
stood that the Association reserves the right to change the 
schedule of any class or discontinue the same when condi- 
tions make it necessary ; also to suspend or even expel a 
student for gross violation of proper conduct. In any such 
cases no refund of tuition fees will necessarily be made. 

The card catalog system of filing. applications and enrol- 
ments in the various educational features is in common use. 
The information desired varies with the place, but gener- 
ally includes the date, name, residence, occupation and busi- 
ness address, age, nationality. Association membership, 
tuition fee paid, the different subjects of class work entered, 
and so on. See enrolment card, page 150. Secretaries will 



TUITION FEES 69 

gladly profit by the various kinds of cards and systems used 
in different Associations. 

5. Tuition Fees 

With the development of educational work in variety and 
quality, there has been a rapid total increase in tuition fees 
paid, from nothing in 1892 to $48,000 in 1901 and $528,000 
in 1911. This increase has influenced some Associations 
to charge rather larger fees in some subjects than the best 
interests of the work would seem to warrant. 

a. The principle 

The Association is not run for money but for men; not 
for commercial purposes but for altruistic manhood build- 
ing. To enable each man to understand something of the 
value of such work, and to form an element in the best 
training of appreciation, discipline and character, experience 
proves the wisdom of charging appropriate but relatively 
small fees. A person appreciates a thing in proportion to 
the sacrifice made for it or investment in it. 

The membership fees in addition to the tuition fees paid 
by the men seeking educational privileges — and ranging 
from $2 to $5 or more per man — are relatively set over 
against the house charges of light, heat and a portion of the 
general expenses. The simple tuition fees as a whole in 
any Association should approximate — not be more than — 
the expense of teachers' salaries plus educational adver- 
tising. Much of such work in every Association must con- 
tinually be conducted at a financial deficit, but the Asso- 
ciation declining to conduct such work on account of a 
probable deficit records itself as a commercialized and non- 
missionary or un-Christian organization. Associations able 
to conduct courses among mature and well-to-do men able 
to pay $50, $75 or $100 or more for a course and thus 
secure a little surplus for such work, instead of cutting ofif 



70 ASSOCIATION EDUCATIONAL WORK 

the non-paying efforts and classes, should turn such surplus 
over to meet the deficit and extend the practical usefulness 
of such missionary educational effort, either in the building 
or outside of it. Only in this way can we begin to practice 
the spirit of Christ and of helpfulness to men. 

Receipts from Students' Tuition Fees 
Young Men's Christian Associations 
1890 $ 00 
1893 2,000 ■ 
1895 6,000 ■ 
1898 24,000 ^ 
1900 38,000 ^ 
1903 84,455 
1906 206,103 
1909 355,595 
1911 528,206 



b. Official resolution 

The following resolution was unanimously passed at the 
annual meeting of the Educational Secretaries' Association 
in 1911: 

"Whereas the Association of Educational Secretaries 
recognizes the existence of at least three kinds of students : 

"(1) Boys, foreign-born, and other young men who can- 
not afford to pay an amount equal to the cost of instruction 
in the common branches of 'the three R's.' 

"(2) Young men and boys who can afford, and who pre- 
fer to pay an amount equal to the teacher's salary, for in- 
struction in such classes as bookkeeping, drafting, mathe- 
matics and sciences. 

"(3) Men with sufficient means to pay more than the 
cost of instruction, advertising and supervision in special 
courses, such as salesmanship, automobiling, accountancy 
and the like. 



TUITION FEES 71 

"Therefore be it resolved that it shall be our policy in 
determining fees to keep these divisions in mind and to 
adjust tuition fees accordingly, especially recognizing the 
importance of conducting work for the first division and 
using whatever surplus is secured from the third division 
to go toward the deficit incurred on the first division of 
students. It will, however, be unwise in most cases to expect 
educational departments serving only the first and second 
divisions of students to cover more than teachers' salaries 
from tuition fees." 

c. Size and variety of fees 

Experience shows that for work in the building in ele- 
mentary subjects the fees range from $2 to $5 per term of 
three months, two sessions per week ; in industrial arid tech- 
nical subjects, from $3 to $10 for the same time; in lan- 
guage and academic subjects, from $2 to $10, depending 
upon the nature and character of instruction, as elementary 
or advanced. In no two cities are customs and practices 
concerning such matters the same. All schedules of fees, 
for successful results, are most closely related to local con- 
ditions. The following grouping, out of the experience of 
several Associations, seems to be practical and suggestive: 

(1) For students in grammar school grades — three R's, 
including the employed boys' school, English for foreigners 
and elementary arithmetic, penmanship and business Eng- 
lish — the students should only be required to pay what they 
can. The amount, however, should be predetermined and 
published with other matter relating to the course. 

(2) For students in high school grades — the various 
kinds of drawing, mathematics, sciences, stenography and 
typewriting, bookkeeping, languages and other academic 
subjects — students should pay sufficient tuition fees to meet 
instructors' salaries. 



72 



ASSOCIATION EDUCATIONAL WORK 



(3) For students in technical school grades — semi-profes- 
sional and more advanced work, as salesmanship, advertis- 
ing, automobiling, applied sciences, advanced electricity, 
surveying, insurance, real estate, plan reading and esti- 
mating, and so on — sufficient tuition fees should be paid to 
care for advertising, salaries of instructors and leaders, and 
also a portion of the cost of supervision. 




5'" 






12 



2S 



55 



This diagram is the result of a careful investigation, credited to Mr. Edward 
Bok when editor of the Ladies' Home Journal. It shows that more _than 
one-half of the young men in commercial and business pursuits are receiving 
about $600 per year, while only 5 per cent receive $2,000 or more per year. 
As a rule it is found that with the $600 men there are three times as many 
applicants as there are positions to lill, while with the $2,000 nien there are 
not enough trained and educated men to fill the positions seeking such men. 
It is also found that the educational training and equipment of the men 
applying for the $600 positions are very meager. As a rule they have not 
had more than from five to seven years of elementary public school training. 
With from two to five years' additional industrial or vocational training these 
$600 men would be increased in their wage-earning capacity from $600 to 
$1,000, $1,500 or $2,000, ability depending upon their own personalities and 
circumstances. 




No. 4. Boys Drop Out of School-Of One Hundred Boys in First Grade 
There Were Three High School Graduates Twelve Years Later 

The Sage Foundation reports five as the corresponding number of High School 
boys for each one hundred in the First grade, for cities with High Schools 




Sections of Day School— Cleveland, O. 



CLASS WORK— SESSIONS 73 

6. Class Sessions 

Plan to begin active work as early as possible in the sea- 
son and continue as long as practicable. If a summer term 
or a boys' summer school has been conducted, it will be 
easy to begin the fall term some time in September. If 
summer privileges have not been offered, the fall term may 
not begin till October 1 or even later. 

a. All-round work 

Increasing emphasis is being placed on discovering the 
physical, social and religious needs of each person in the 
educational department, and helping him meet such needs. 
It is certain that many persons taking four or five nights 
in class work would be far better served if they spent but 
two evenings in educational effort, two evenings in the 
gymnasium and an additional evening in a Bible class, or 
club or both. 

b. Sessions per week 

Before 1890 the average evening class session was one a 
week, in the next decade is was nearly two, and in the last 
decade it has been about two and one half sessions a week 
per subject per person. A student, as a rule, should be dis- 
couraged from spending more than four evenings per week 
in educational work, or from taking more than two subjects 
where each meets at least twice a week. In a number of 
Associations it seems desirable to meet certain conditions, 
so that special emphasis is given one or more subjects ; hence 
we see three, four or five sessions in such subjects for the 
same group of men held each week ; but this is unusual and 
such students should not take more than one subject. 

c. Hours 

The class hours vary with local circumstances, but for 
evening work are usually from 7.30 to 9.30 or 10 p.m. This 



74 ASSOCIATION EDUCATIONAL WORK 

period is usually divided into two parts, when a change of 
classes is made so that a student would be able to attend 
one class from 7.30 to 8.30 and another from 8.30 to 9.30 
p.m. In all such subjects as drawing, design, laboratory 
and shop work, bookkeeping and similar courses requiring 
much hand work with tools, papers and other material, the 
entire evening of two hours should be given to a single 
recitation. It is, however, desirable to plan the two-hour 
subjects so that they will not interfere with the single-hour 
subjects. 

In many large Associations numerous educational privi- 
leges including talks and class instruction are held in the 
late afternoon, especially for boys between fourteen and 
eighteen years of .age. This enables a number of physically 
strong boys who wish to utilize these hours to their advan- 
tage a rare opportunity. 

Gradually much of such work will be done not only in 
the Association building, but at other convenient centers, 
or at places of employment for such men and boys ; and not 
only in the late afternoon hours but perhaps even more 
generally in the early morning hours between 7 and 9 a.m. 
This is already the case in a number of continuation and 
apprentice schools under Association auspices. Many city 
Associations may well conduct such appropriate educational 
facilities in the early morning hours in connection with 
stores, offices, and other places employing boys. 

d. Expansion of program 

With the growth of the work and the congestion of such 
facilities in the evening, it is found necessary in many places 
to begin a number of classes at 5 p.m. and others at 6 p.m. 
to accommodate men from offices and shops with such edu- 
cational facilities as they desire, even before their supper 
hour. Many students now take their educational sessions 
between 5 and 7 p.m., before going home. In a large number 



CLASS WORK— SCHEDULE 



75 



of places thousands of men and boys go direct from their 
places of employment to the Association building, where 
they secure an inexpensive lunch or supper at 6 o'clock and 
begin their class work at 6.30, thus finishing by 8 or 8.30 
p.m. 



Arrangement of Subjects 


Hours and Finances. 














6 « 


U) 


tn U5 

O iH 




Subject 


6 
o 

o 


Evenings 


Hours 


5 '/. 




.2" 

o 


U^6 


Si (U 

<U Hi 




K 






Hm 


Kc/3 


u 


WH« 


^iz; 






Monday and 














Arithmetic 


A 


Thursday 
Monday and 


7.30-8.30 


$3.00 


14 


$ 42.00 


t$ 60.00 


A. Putnam 


Bus. English 


A 


Thursday 
Tuesday and 


8.30-9.30 


3.00 


15 


45.00 


S 




Mech. Drawing. 


A 


Friday 
Tuesday and 


7.30-9.30 


5.00 


10 


50.00 


$ 72.00 


B. Smith 


Bookkeeping 


B 


Friday 


8.00-9.30 


5.00 


10 


50.00 


1 




Penmanship 


B 


Tuesday 


7.30-8.00 


1.00 


14 


14.00 


\% 72.00 


C. Jones 


Bus. Law 


B 


Friday 


7.30-8.00 


1.00 


9 


9.00 


, 




Electricity 


A 


Wednesday 


7.. 30-8. 30 


5.00 


9 


45.00 


t$ 48.00 


D. Brown 


Chemistry 


A 


Wednesday 


8.30-9.30 


5.00 


12 


60.00 


1 




Advertising 














$ 70.00 




Total 












$315.00 


$:j22.00 





e. Simple schedule 

To aid hundreds of Associations in small cities and towns 
the following suggested program or arrangement of sub- 
jects, rooms, expenses and so on, based on actual expe- 
rience is given in the adjoining table. It assumes two small 
rooms available ; one night left open for lectures, talks and 
other features ; four teachers ; about $70 spent during the 
year for advertising; the largest class having only 15 stu- 
dents, and 51 different men in all ; with a total class enrol- 
ment of 93. It will be noted that if properly developed this 
plan can be conducted with no more expense than is covered 
by the students' reasonable tuition fees. When properly 
advertised and promoted it is found that about one third 



76 ASSOCIATION EDUCATIONAL WORK 

of tlic total students for the year will enter at the hrst ses- 
sion and ahout two thirds will have entered by the end of 
the second week. 

7. SuGciESTED Class Rules 

While in the best Associations a formal rule is prac- 
tically miknown, yet experience proves that certain sugges- 
tions have led unconsciously to better results. The students 
should be led to understand and appreciate the following: 

(1) J\eg"ular and punctual attendance is exi)ected. 

(2) Three unexcused absences will forfeit a student's 
place in the class. Three times tardy without e.xcuse will 
count one absence. l''or unexcused breaches of conduct 
a student may be suspended or referred to tlie committee. 

(3) After the fifth lesson students are not received 
without special examination. 

8. Courses ok Studv 

a. Group courses 

Courses of study involving many related subjects and 
aiming at vocational htness for either boys or men, are 
steadily on the increase and to be strongly recommended. 
To this end the following group courses taken from "Out- 
lines of Courses of Study," with their adaptations are being 
increasingly used : 

(1) ConinuM-cial Coiirst.'. ImisI joar. Elcniciitary business Eng- 
lisli, cmniiu'rcial aritliiiu'tic, penmanship, spelling, business corre- 
spondence. Seeoiul year, business I'.nglisli, advanced arithmetic, 
bookkeeping, commercial geography. Tliird year. Bookkeeping, 
I'.nglish, lousiness law, olTice methods. l'\nirth year. Accountancy, 
oHTice practice, commerce and finance. 

(2) Slu)rtband Course. Inrst year. l'".leiuentary business Eng- 
lish, conunercial arithmetic, penmanship, spelling, business corre- 
spondence. Second year. Business Engli.sh, stenography, business 
correspondence, office methods, commercial geography. Third year. 
Stenography, typewriting, Englisli. ollice methods and practice. 



COURSliS OF STUDY 77 

(3) Practical Mechanics. I'irst year. Elementary business Eng- 
lish, mechanics' business arithmetic, mechanical drawing. Second 
year. Business English, mechanical drawing, mechanics' arithmetic, 
laboratory work, elementary i)hysics. Third year. Shoj) inatlie- 
matics, machine drawing, shop work, elementary chemistry. I'ourth 
year. Design, applied mechanics, applied electricity, chemistry, shop 
work. 

(4) Electrical Course. First year. Elementary business English, 
mechanics' business arithmetic, mechanical drawing, elementary 
physics. Second year. Business English, electricity, laboratory 
work, algebra, physics. Third year. Applied electricity, advanced 
algebra, elementary geometry, shop work, chemistry, bourth year. 
Applied electricity, shop work, shoj) mathematics, design. 

(5) Plumbing, i'irst year. lUisiness English, arithmetic, drawing, 
shop work. Second year. Shop work, drawing, mechanics' business 
arithmetic, physics, chemistry. Third year. Shop work, drawing 
and shop methods, sanitation and ventilation, building laws of the 
city, rules of board of health. 

(6) Boys' Group Courses, Grade I. Arithmetic, English and busi- 
ness correspondence, geography, history, civics and government, 
hygiene. Grade TT. Arithmetic, English and business correspond- 
ence, geography, history, civics and government, experiiiuiilal 
science. 

Per Cent of Association Members in Educational Class Work 
Among Various Groups of Men and Boys — 1911 

1. Many single Associations, under H. <fo ■■ 

2. Railroad ,3.7% "i 

3. Colored 5.4'/,, ""i 

4. Rural 10.4'/, ■■■^ 

B. Army and Navy 12.7c/o ^^^^^ 

6. All Associations in No. America. 14. % ^^^^■■i 

7. City 15.4% 

8. A few sinjfle Associations, over t>(). </„ 



b. Subject courses 

For the great majority of students single subject courses 
as in arithmetic, in mechanical drawing, or in sim])le elec- 
tricity are desired, and the student usually elects one or 



78 ASSOCIATION EDUCATIONAL WORK 

two of the 120 different subject courses now offered in the 
Associations as a whole, according as he has time and 
abihty. Much importance attaches to the student's choice 
of a subject. The committee, educational secretary and 
teachers will be ready at all times to give helpful advice. If 
there is a definite aim on the part of the student for his life 
work it will not be difficult to select subjects that will secure 
practical results. The occasional addition of a new subject 
will be helpful. Especially should there be an effort to 
discover local need for one or two new subjects each term, 
subjects in which there is no help offered elsewhere in the 
community. This was always the case with Associations 
first starting schools for automobiling, salesmanship, poul- 
try raising, eugenics, credit men, and twenty other subjects. 

(1) Results of experience. In each of the subjects for 
class work as well as the group courses, the publication, 
"Outlines of Courses of Study," published by the Inter- 
national Committee, gives brief outlines secured from the 
most successful experience in the best evening schools, insti- 
tutes and other facilities successfully helping large numbers 
of employed boys and men. In this work the committee 
with the service of the International examiners made great 
eft'ort through the cooperation of twenty or more educators 
of the country, among employed boys and men, to make 
the results so valuable and practical that no educational 
secretary, teacher or Association officer can expect to do 
his best work without becoming familiar with the material 
of this book. It is very highly regarded by many educators 
outside of the Association movement. 

(2) Aid local teachers. The purpose of these outlined 
courses is to aid local Associations in deciding upon and 
laying out their own courses for both boys and men, to 
help them improve the character and quality of their work 
and thus strengthen it as a whole. In each course outlined, 
and to facilitate the plans and work of secretaries and 



COURSES OF STUDY 79 

teachers, there is first given a list of the kinds of men or 
occupations to which the course is more especially appli- 
cable. This statement is also followed by another concern- 
ing the desired preparation on the part of the student before 
he can most wisely cover the suggested outline. 

(3) Some necessary cautions. Special emphasis should 
be laid upon a sequence of subjects, as arithmetic before 
bookkeeping, algebra, physics or electricity ; English before 
shorthand, bookkeeping and industrial subjects. For their 
own best good students should not be permitted to enter 
any course unless they can show that they have covered 
the preparatory work and can pursue the course with profit. 
In the great majority of outlines the course is divided into 
an elementary course for one season, and an advanced 
course for the second season. 

(4) Brief outlines. The brevity of the outline is for a 
purpose. There are many excellent courses in each subject 
that may be pursued with equally satisfactory results, yet 
in all of them the essential principles are the same ; hence 
the policy for best results to all, must allow all possible 
freedom for two of the necessary conditions of success, 
namely, the specialization for local needs and the essential 
scope of the personal initiative or individuality of the local 
teacher. A further extension of the International courses 
in detail would be at the expense of these two conditions. 
In preparation of work for home study the situation would 
be different. Each teacher, however, is encouraged to 
extend the brief outlines suggested and adapt them to best 
meet local needs. 

(5) Length of courses. To meet the demands for better 
trained men, Associations are extending many courses from 
fifty to one hundred per cent. The average student ranges 
from 14 to 26 years of age, is employed, knows the worth 
of a dollar, usually does his own thinking, and means busi- 
ness. As such he can creditably cover in two years of three 



80 



ASSOCIATION EDUCATIONAL WORK 



nights per week what the ordinary day student who is six 
or eight years younger, covers in one school year of six 
hours per day. The word "season" impHes at least six 
months, two evenings per week, when referring to Asso- 
ciation courses of study. While some students may cover 
a course in one season others, because of different abilities 
and training, may require two or three seasons. Experience 
shows that it is not the length of the course that counts, hut 
the nature and quality of the work done. Associations do 
not agree to fit men for positions or to pass them through 
any course in a certain time, but rather to offer opportuni- 
ties for their training. 



12,500 



10,000 



7,500 



5,000 



2,500 



12 15 18 21 24 27 31 3() 40 

Ages to to to to to to to to to 

14 17 20 23 26 30 35 45 60 



Ages ok Students 

in Association Educational Classes 

1911 



Note there are 6.3 times as many males over 
18 in this Supplementary Educational 
class work as there are under 18 years of 
age. 



Note there are as many men over 31 as 
there are boys under 18. 



There are 1,0(X) more students over 46 than 

all the boys 12 to 14. 
The average age of all Association students 

is 23 years, and increasing. 



Adult vocational training in ever increas- 
ing variety of subjects is one present 
need. 



ri i jiii i iwi i wl ii wl — 



■^4 



FSJUfju^ 



"^r 







No. 5. Bovs Drop Out of School-Four Fifths of the Boys Leave School 

before the end of the (grammar (irades, to go to 

Work in Shops and Factories 




Business English— Paterson, N. J. 




Carpentry, Boys' Club— New Haven, Conn. 



SPRCIAL COURSES 81 

9. Special Courses or Schools 

The uniqueness of the movement is shown nowhere to 
better advantage than in the successful way many Asso- 
ciations have met new educational needs of the day caused 
by the ever increasing vocational demands of the times. 

With its purpose to help men and boys, with its freedom 
from the ill effects of too much system and tradition, often 
inspired to do something different from any other insti- 
tution in the line of meeting new needs — the Association 
has thus pioneered many new special schools or courses. 
For example, the first auto school in America was born in 
the Association at Boston in 1900. 

From experience in these special schools the following 
suggestions as to the organization and conduct of such a 
feature will be appreciated : 

a. Discover the need 

The first step is to find out what need there may be for 
such a feature as an auto course. Many personal inter- 
views of leading auto men, of owners of machines and of 
chauffeurs, to discover whether there is a need. If there 
is a real need for such facilities, but as yet not appreciated, 
then steps are taken to create an interest and an apprecia- 
tion of such need. 

If such course is needed then an advisory committee of 
three to five prominent men who are sufficiently interested 
to back it and practically underwrite its budget is secured. 
Often six months or a year may be required for the neces- 
sary preliminaries. The success or failure of the venture 
often depends on this foundation. 

b. Secure an adequate leader or teacher 

This is vital. The advisory committee together with the 
proper Association officers unite on such an experienced, 
tactful leader, determine his salary and employ him for full 



82 . ASSOCIATION EDUCATIONAL WORK 

time. With him in charge of details, the course is mapped 
out, equipment secured either from loan, gift or purchase, 
adequate space on ground floor, as a garage, obtained, and 
advertising commenced. 

c. Promote it 

Its promotion, advertising and development will depend 
on the amount of interest and conviction shown, the kind 
and quality of work done and service rendered the students, 
and the measure of the Association's vision of its oppor- 
tunity and responsibility. Any such course whether held 
in or outside the building should be under Association 
auspices, controlled, administered and supervised by it 
through the educational secretary, the same as with a class 
in bookkeeping or a course in electricity. This kind of 
pioneer service of the Association in its many new lines of 
effort is much appreciated by thoughtful citizens. 

10. Text Books 

The movement being of wide area and involving all 
methods of teaching, several text books are suggested in 
each subject in "Outlines of Courses of Study." These are 
the ones found in the widest and most successful use in the 
various evening schools. The educational or general secre- 
tary in cooperation with the teacher, should select the text 
book, where one is used, in which the best results can be 
accomplished whether such book happens to be mentioned in 
the list or not. No single book should be slavishly followed. 
Further aids will be found in the use of International exami- 
nation questions from year to year. Most successful teach- 
ers and educational secretaries obtain much help and inspir- 
ation for their work in many technical, industrial, science 
and commercial courses, as found in the current magazines 
and periodicals. Text and reference books for all courses, 
technical and engineering periodicals, trade catalogs of large 



TEXT BOOKS 



83 



engineering and manufacturing companies, blue prints, 
working drawings, and other forms of printed matter may 
well be added to the reference library. 

In many places text books and other supplies are found 
in stock at the Association building during the opening 
weeks or through the season, and may be secured at favor- 
able rates. 

High School and Association Compared, 1911 

Proportion of High School Students to all Public School Students— black line. 
Proportion of Y. M. C. A. Membership in City Association Educational Classes — 
gray line. 



Minneapolis 
Kansas City, Mo. 



Illllllinilllllillillllllllll H.2r/o 



n.Wo 

lllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllilllliilllllllllllll 35% 
1.3.5% 



Springfield, Mass. ||||]||||||]|||||||||||]|||||||||||||||||||||||||||||||||||||||||||||i||||||||||H 19.8% 



Indianapolis 

Denver 

Boston 

Cleveland 

San Francisco 

Milwaukee 

St. Louis, Mo. 

Cincinnati 

Chicago 

New York 

Newark 

Philadelphia 



11.4% 

llilllillillillllillillllllilllillllllllillllllllilllillllllillllllllllll^ 32.1% 

wimm^m 10.2% 

llinillllllllllllllllllllllllllllllllllllllllllllllllllilllillfllllllllllllllllllllllllllllllllllllllllllllllll 26.2% 




50.3% 



llllliilill 12.3% 



^^■B 6.9% 
lllllllillilillllllillllllilllifllillilllilillillllilllllllilllt 23.5% 

i^^" 6.5% 

lilllilllll 



20.6% 

iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiim 39.9% 

■■llllilllllllllllillllllll 32.8% 



6.1% 

illllilll 



5.6% 

iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii 



5.3% 

iiiiiiiiiiiiifiiiiiiiiiiiiiiiiiiiii 



43% 



^m 4.3% 
^ 2.3% 

liilillllillilllilllllllllllllililiilllllllllilllllilllliillllllllllllllllM 29% 



84 ASSOCIATION EDUCATIONAL WORK 

11. Teachers 

a. The kind of teachers necessary 

The teacher is the Hfe of the class. It is necessary to 
have a person thoroughly competent as instructor, leader 
and guide, the best available within reach, of sterling Chris- 
tian character, and full of sympathy with the all-round work 
of the Association. As a rule the most successful teachers 
come from business positions, drafting rooms, manufac- 
turing plants, banks, places of high trust and long expe- 
rience in efficient service. They must be practical men, 
magnetic, able to command and hold the interest of young 
men and lead them to a mastery of their subject. 

Fruitfulness and efficiency of the teacher's life and of his 
work in the Association will be largely improved by regular 
meetings for teachers, and through occasional joint meet- 
ings with the educational committee. Among the means 
for promoting unity of effort and harmony of action — both 
indispensable — none excels the teachers' meeting. 

b. Salaries paid 

The salaries paid for such service vary in different locali- 
ties and with the subject, from $1 to $3 per session in class 
work, to $10 and more per class lecture session in profes- 
sional courses ; an average for the 2,549 teachers in all sub- 
jects in 1911 was $1.25 per hour. 

c. Faculty organization 

The organization of the teachers and leaders into a fac- 
ulty, with regular monthly sessions, has proved of great 
service to the teachers and promoted unity, interest, quality 
and favorable attitude of the public toward the Associa- 
tion. As in Dayton, a strong and healthful social element 
has possessed such faculty organization for many years and 
has greatly stimulated the life of the entire Association. At 
some of their monthly sessions a spread of some kind 



TEACHERS 85 

coupled with wholesome fun — judged by their programs — 
was said to result in more of good to the teachers than was 
anticipated. Such sessions were often held at the homes 
of various members of the faculty, either from 5.30 to 7.30 
p.m. on class nights, or on an occasional Saturday night or 
holiday when class work was omitted. Mr. E. L. Shuey, 
for twenty-five years a member of the International Com- 
mittee and very actively connected with all phases of the 
Dayton work, says : "I cannot speak too strongly in favor 
of faculty organization. For years it has been more bene- 
ficial to each of our teachers as well as to the Association 
as a whole than we anticipated." 

d. Publications 

To gain an intelligent knowledge of what is done in Asso- 
ciation educational work, a knowledge of its literature is 
necessary. Each teacher should become thoroughly familiar 
with it: 

(1) "Association Educational Work for Men and Boys," 
$1.00 in cloth. It gives the history, principles and policy of 
all phases of educational work, treats in detail of the general 
features, methods of conducting class work, efforts among 
railroad men, among boys, of industrial and vocational 
training and is fully illustrated. 

(2) "Outlines of Courses of Study," 50 cents in cloth; 
containing the brief standard courses of study, and the 
regulations governing the examinations. 

(3) The illustrated Annual Report of the Educational 
Department, giving the facts and summaries concerning the 
condition of the work in various lines and places, and also 
much additional timely material. 25 cents. 

(4) He should take Educational Notes, a bulletin pub- 
lished monthly in the interests of the work. 

(5) He should keep the record of the attendance and 



86 ASSOCIATION EDUCATIONAL WORK 

work of each member of the class as provided for in the 
Revised Class Record. 

e. Methods 

With the earnest young men in the classes, the brief time 
at their disposal, and the necessity for greatest help given in 
the shortest. possible time, emphasis is placed on the follow- 
ing suggestions for all courses : 

(1) Every effort should be made to lead students to think 
for themselves, to see the reasons for each step and thus 
develop individual power and ability. 

(2) They should be helped to formulate rules and prin- 
ciples naturally and inductively from a familiarity with the 
operations which these rules and principles describe. 

(3) Best results come from leading students not only 
to understand thoroughly, but to acquire the ability to cor- 
rectly apply the principles of each subject as related to the 
practical duties of life. Before beginning work in any sub- 
ject each teacher should become thoroughly familiar with 
the standard courses of study in the subject, with the plan 
and object of the movement for unified work, the sugges- 
tions from the examiners, and the character of the exami- 
nations. 

(4) In outlining a lesson to a class in drawing or in any 
industrial subject or in shop work, experience shows that 
it is well to give a blackboard description of the lesson with 
its details before the class even if blue prints are furnished 
individual students. Where the work in a subject is en- 
tirely individual and no two are on the same topic or prob- 
lem, these helpful blackboard descriptions cannot be so 
extensively used. The tendency at present, especially in all 
advanced work even in the fundamental subjects like book- 
keeping or drawing, is more and more towards individual 
work with students. A class for purposes of best indi- 
vidual help should not be over eight or ten men for a single 



SUGGESTIONS TO TEACHERS 87 

teacher. In elementary courses in arithmetic, bookkeeping, 
penmanship and EngHsh fifteen men may be satisfactorily 
taught; and in the lecture subjects, as business law, twenty 
or thirty or more men may be equally well handled by one 
teacher. 

f. In general 

Talks on habits of study, or how to secure the most from 
a given subject, will be most helpful, especially at the begin- 
ning of the year; and friendly chats with suggestive hints 
on making the most of time and opportunities together with 
new methods and improvements should intersperse the 
entire work. 

For the average student in drawing, mathematics or 
science and shop work, it is suggested that half the time 
should be spent on the drawing, mathematics, physics and 
mechanics, and the balance on shop work with tools or in 
the laboratory. The student in shop work should be encour- 
aged to make his own working drawings for the articles he 
constructs in wood or iron as far as such practice continues 
helpful. Emphasis should be placed on all forms of study 
of the English language, as correspondence, use of words, 
spelling and composition. When these have been well pro- 
vided for, attention may then be given to the foreign lan- 
guages. 

A student should not attempt too much. Lead him to take 
up few subjects and do thorough work. Time should be 
taken for the satisfactory preparation of every lesson or 
bit of work required. The men should be encouraged to 
use the library and study rooms of the Association and to 
feel that the secretary, the teachers and officers are willing 
to render them every possible assistance. 

Most students will find regular exercise in the gymnasium 
a help to them in their study and class work. The best 
interests of the Associations as a whole can be conserved 



88 ASSOCIATION I'.nUCATIONAL WORK 

only as we devclo]) capahlc iniiids in physically sound bodies, 
and all for ihc purpose of service to others. 

g. Male teachers necessary 

Twenty per cent of the public school teaching force in 
the United States are males. In sonic states the per cent 
of male teachers is less than 7 and ranges from that up to 
•17 in other states. In ("ireat Britain the proportionate num- 
ber of male teachers is nnich larger than in America. In 
Switzerland 53 per cent of teachers are males, and in (ier- 
many (!0 to 70 per cent. If the New York "equal pay for 
e(|ual work" movement of l!)ll should become general, the 
present 20 per cent of male teachers will grow less and less. 
The result will tend toward even larger feminization of the 
American public school in character and influence, which 
will cause boys to leave school, from about the sixth grade 
and up through high school, in larger numbers than ever. 

In view of the present tendency the Young Men's Chris- 
tian Association, with practically its entire teaching force 
experienced males of strong character and influence, has a 
unique opportunity which challenges respect. This helps to 
explain why so many parents arc anxious for their boys to 
go to school at the Association in the day time even at an 
extra expense of $S to $!(• per month. 



Pkk Cknt ok Puiu.ic Scikioi. Tkaciikks That Akk I\1ai.ks 
2(1. "/„ t^mmmm^m^mmmmmmmmmmm^tm 





i"' -'-^^^^^^^^'^^Hl 


ji* '''li^9^S^^^I 


M 


muM'mmmuii 


'M 


^"fvti -P 


^ -^^^^ 


" 


I 



No. (i. Boys Drop out of School— Unemployed and Bench Warmers, the 
Result of Lack of Training 




Plumhing— Portland, Ore. 




Furniture Design— Grand Rapids, Mich. 



EXAMINATIONS 89 

12. Examinations 

a. Importance 

Examinations are valuable exercises in Association work. 
They have proven beneficial for the following reasons : 
They have served as a most helpful stimulus to many teach- 
ers and students, and have encouraged much more thor- 
oughness and definiteness in the work. They are valuable 
as exercises in written English, as they require concise, 
comprehensive statements. One needs not only to know, 
but to be able to express what he knows. They reveal to 
the students and others their own weaknesses and defects 
as well as their abilities and successes. They demand con- 
centration of mind, sustained mental effort and a ready use 
of one's resources, all of which are valuable educational 
discipline. 

b. Dates 

Every Association is invited to participate in these annual 
exercises, held usually the first week in April, the second 
week in June, about the middle of December, and at such 
other times as may be arranged (see special announce- 
ments). In subjects in which International examinations 
are not offered, the Association is urged to give its own local 
examinations. 

c. Regulations 

The orders for participation must be received before a 
certain date ; the tests must be given on the exact date speci- 
fied; each student must have a copy of the questions direct 
from the International Committee ; papers marked 65 or 
more by local teachers must reach the International Com- 
mittee within ten days after the test. 

The standard courses of study, embracing the essential 
and universally accepted principles of the subjects as applied 



90 ASSOCIATION EDUCATIONAL WORK 

in all of the best evening schools in America and Europe, 
and the examinations covering such fundamental principles, 
give each teacher and class a breadth of view and a standard 
to attain in any subject, which is most beneficial to all. Ever 
since the organization of these examinations their character 
has been such as to favorably commend them to business 
men and educators throughout the country. 

Through this unification of class work, with standard 
courses maintained by rigorous International examinations 
of high character, there is greater efficiency for young men 
and for life work preparation. 



13. Closing Exercises 

The closing exercises are usually held a week or ten days 
following the close of the year's work in April or June. 
This should be made the most interesting and dignified edu- 
cational gathering of the year. It may involve more than 
one evening, depending upon the conditions. It should in- 
clude the formal program of exercises, the alumni banquet, 
and a social reception in which the exhibit is made the chief 
attraction. The exhibit should remain open for a week 
and special effort be made to bring out the public. The 
formal closing exercises, however, may be conducted by 
every Association, no matter how small. The program 
should include much nnisic, utilizing the department glee 
club and orchestra, one or two short addresses, the awarding 
of certificates from local examinations, and extending spe- 
cial honor to those whose papers were graded seventy-five 
or above in the International examinations. The spring, 
summer and fall educational features should be announced 
at this time so that the young men may plan at once to con- 
tinue their studies. Effort spent on such programs has 
always proven an excellent investment. 



CLASS WORK— SUMMARY 91 

The following is the program of the commencement exer- 
cises in one of the city Associations June 3, 1911 : 

Overture, Association orchestra. 

Invocation and remarks, President of Association. 

Music, Association Glee Club, 

Oration, One of the students. 

Recitation, One of the students. 

Music, Association orchestra. 

Annual report educational department, Chairman of Committee. 

Music, Association Glee Club. 

Address, By the leading educational authority of the state. 

Presentation of certificates and awards of honor. 
Music, Association orchestra. 

A reception in the rooms of the exhibit preceded this 
program. The banquet followed three days later. One 
thousand five hundred of the city's best people attended the 
closing exercises, and one hundred and forty attended the 
banquet. 



14. Summary of Items on Class Work 

To summarize, the best conduct of class work will nat- 
urally include: 

a. Classification 

A classification of plans, effort and printed matter, in- 
cluding both subject courses and group courses, according 
to the classification of subjects in "Outlines of Courses of 
Study." 

b. Local needs 

The kind and extent of the subjects taught will be deter- 
mined by the study of local conditions, and the promotion 
of such work will be adapted to meet local needs. 



92 ASSOCIATION EDUCATIONAL WORK 

c. Terms 

The school year as a whole may be divided into a fall 
term, winter term, si)riiig term and summer term, the length 
varying from 10 to 15 weeks each, depending upon local 
customs ; the class periods and length of sessions for even- 
ing work will vary according to local conditions, and simi- 
larly with sessions for day work. 

d. Tuition fees 

Tuition fees will be charged, but these will not be aimed 
to produce revenue. The factors which determine the size 
of the fees are the nature of the work, the kind of students, 
the number of hours, the salary paid the teacher, and other 
similar items. Fees vary from $1 to $10 per subject, with 
corrcs])()n(ling arrangements by the term or year, and as to 
single subjects or group courses. 

e. Text books 

The text books, if any are to be used, depend upon the 
subject, the kind of students, the teacher and the results 
sought. No single text book as a rule should be slavishly 
followed. 

f. Teachers 

The selection of teachers. The best are those of sterling 
Christian character who have had much practical experience 
in the subject taught ; who are attractive and responsive in 
personality to the needs of men and boys ; who are fdled 
with the altruistic Association spirit and place emphasis 
upon character building in their work ; to whom reasonable 
salaries are paid for service effectively rendered. 

g. Know the student 

Conference with students, especially at the beginning of 
the term, to make the way easy for them, to give them a 



CLASS WORK— SUMMARY 93 

proper view of their opportunities and responsibilities, and 
also to profit by that necessary experience that can be gained 
only in contact with men. 

h. Know the class work done 

The frequent, careful visitation and inspection of each 
class to encourage both the teacher and the student ; to dis- 
cover any possible wrong tendencies and correct them ; to 
emphasize good qualities and tendencies ; and to know what 
is going on. 

i. Teachers' meetings 

Meetings of the teachers with the committee at the open- 
ing of the term to inspire and unify their general efforts; 
occasional meetings with teachers singly or in groups at 
other times for various purposes ; and a faculty meeting at 
the close of the term to make reports and suggestions for 
improvement. 

j. Student rallies 

Students' rallies for inspiration at convenient intervals, 
especially in the fall, at a number of social events during 
the season and at closing exercises. 

k. Office detail 

The successful handling of the office work will include : 

(1) The application including membership, conference 
with secretary and teacher concerning choice of work, the 
registration blank and tuition receipt. 

(2) Class enrolment, the appropriate receipt and office 
registration. 

(3) Class records and reports, use class books or the 
card system ; record attendance for each class session, for 
each month ; report cards and certificates. 

(4) Examinations, whether International or local, or 
both. 



94 ASSOCIATION EDUCATIONAL WORK 

15. Day Work 

a. Opportunity — responsibility 

The development of Association educational work, to- 
gether with the increasing variety and demand for appro- 
priate training, prove that in a very large and increasing 
number of Associations, either large or small, there is a 
field for successful day work supplementing the evening 
work and closely related to it. Thirty or more Associations 
now conduct such facilities of various kinds — commercial, 
industrial, academic, college preparatory, apprentice, voca- 
tional — with nearly 5,000 different students enrolled. The 
attendance of such a body of students, each paying a tuition 
fee of from $8 to $13 per month, proves the existence of a 
demand for appropriate training, and shows that the Asso- 
ciation has a field for this kind of service corresponding to 
its appropriate evening work. In general every city, rail- 
road, colored, industrial, army and navy, or other Associa- 
tion which rents any of its rooms to an outside party for 
the conduct of a day school, a business college or other edu- 
cational feature, is in most excellent position to operate all 
such work under its own Association auspices and not to 
do so is today a sign of weakness. If outside agencies can 
successfully conduct such day schools in Association build- 
ings and make good, as is done, the Association with similar 
leadership and under its own auspices can make such work 
all the more effective and helpful both to the men and to 
the Association. 

b. Reasons for day work 

Some of the reasons why Associations conduct day work 
are given from experience as follows : 

(1) To more fully utilize the Association capital invested 
in space, equipment and supervision. 

(2) To economize operation, supervision, teaching force, 
advertising and the prestige of the evening educational work. 



DAY WORK 95 

(3) To serve employed men and boys who are not accom- 
modated in the evening classes. 

(4) To meet a demand not yet supplied by public or other 
day schools which do not afford the additional privileges 
offered by the Association. 

(5) There is no special virtue in the Association limiting 
itself merely to evening work — a gas light university. 

(6) To help men who have irregular times of employ- 
ment, and by its methods of individual instruction most help- 
fully serve any who are misfits in vocational or school train- 
ing. 

(7) To provide for men who work during the night, of 
whom there is a large and increasing number ; and to aid 
an increasing number to prepare for college in a shorter 
time than is possible in public high schools, because of the 
longer hours we can give. 

(8) To provide for more intensive and adaptable study 
of a special subject than is possible in many other places. 

(9) To provide for boys who have physically outgrown 
their grades or who for other reasons were not successfully 
served in public schools. 

(10) To enable parents who so desire to secure that 
training for their boys in facilities which are permeated by 
the social atmosphere and Christian spirit of the Association 
Hfe. 

(11) To do appropriate work for boys and men in the 
day time for the same reason that evening work was organ- 
ized — to meet needs. 

(12) To wisely use the equipment given by friends, and 
because it is poor economy to have a plant lying idle two- 
thirds of the time. 

(13) Experience proves that the practices and experi- 
ments of Association work, both day and night, have been 
exceedingly valuable in guiding the leaders of public school 
work and also aiding those in private schools. 



96 ASSOCIATION EDUCATIONAL WORK 

(14) The Association aims to develop the entire life of 
the student with special reference to character building, and 
because in its day work it can furnish more real, practical 
and helpful service than any other educational institution 
on account of its varied equipment in library, club, physical, 
social and other features. In a few Associations a larger 
proportion of students in day work were led to Christ than 
through the distinctive religious work and Bible classes. 

The Average Number of Days' Schooling Per Year Given 
Each Person of School Age 



1870 


48 


1,S75 


51 


1880 


52 


1885 


57 


1890 


61 


1895 


68 


1900 


70 


1905 


74 


1910 


82 



Experience shows that there is an increasing number of 
young men of various ages taking advantage of our day 
educational privileges for from three to five hours per day, 
and who at the same time are earning sufficient funds on the 
side during the balance of the day to carry the entire ex- 
pense. Many thousands of young men today are acquiring 
most substantial educational training by this plan of giving 
a part of each day to cumulative systematic study under 
wise leadership, and at the same time carrying on their 
regular vocation. This plan of studying has at least two 
advantages. First, it enables a person to live and support 
his family at the same time that he is obtaining an educa- 
tional training. Second, it affords plenty of time for much 
necessary thought and meditation — qualities all too scarce 
in educational institutions where a person is cramming a 
course of training into a few months. 




Machine Dl^u.-.n and Automoiule Construction— Milwaukee, Wis. 




Mechanical Drawing— Spokane, Wash. 



D/IV WOKK 97 

c. Its organization and conduct 

Sonic .suggestions concerning the organization and con- 
duct of day work from Association cxj^erience are as 
follows : 

(I) I X'ly work should not he condiK ted as an independent 
department, but be a vital ])arl of the whole ediK ati<jiial 
work of a local Association. 

CZ) It should be administered j^y the same educati(jnal 
committee, secretary and other (officers as the evening work, 
with possibly an assistant or prinriprd giving sjxtcial atten- 
tion U) its management. 

(3) Both subject and grade courses should be offered 
and emphasis be placecl on thos(t courses extending over 
one or mcjre years. 

(4) iiible study and appropriate chapel exercises will be 
made a regular part (jf the day {urogram and these will be 
in keejjing with the Christian character and si)irit of the 
work as a whole. 

(5) It will be elastic and flexible in the matter of hours, 
days, length of term and method of jjaying fees. 

((')) It will minister t(j no single group of students but 
will include ]jrivileges for all groups whose needs can be 
apj)ropriately met by the Association in the day time. 

Ci ) 'I'lu; relations between day and evening work are 
recij)r(jcal and students may be transferred from one to 
another as circumstances re(|uire. 

f 8) Its influence is very helj>ful in cultivating the appre- 
ciation and su];port of ]>arents and of the public. 

(9) Its ex]>ense is usually covered by the tuition receipts, 
especially when once established and with an enrr^lment of 
50 to 100 or more per month. 

no) The same teachers are very often employefl for 
both day and night work, thus c (jiKjmizing in teaching 
expense anrl admim'stration. 



98 ASSOCIATION EDUCATIONAL WORK 

(11) The beginnings are usually small, with development 
according to discovery of needs and methods of w^ork. 

(12) A separate system of accounts is desirable in order 
to arrive at proportionate expenses and receipts. 

(13) Teachers are employed on the salary basis and not 
on the percentage basis. 

(14) The privileges are made good enough for the 
wealthiest and at the same time cheap enough for the student 
of most modest means. 

d. Day work summary 

The wisest planning for day work will include : 

(1) The purpose is the same as evening work — to meet 
needs ; adapted methods, subjects and classes ; wise combi- 
nation of effort with physical, social and religious features ; 
utilize idle equipment, economize on teaching, supervision 
and advertising. 

(2) The kinds of students will include those of all ages 
temporarily unemployed, or those with irregular hours of 
employment ; regular students with special needs ; regular 
public and private school boys ; those whose parents seek 
a definite Christian atmosphere for the education of their 
boys. 

(3) Both subject courses and group courses will be 
taught and all with a distinct vocational aim. Depending 
upon conditions they will include language, commercial, 
technical, trade, academic, professional and other voca- 
tional subjects. 

(4) The tuition fees will be adapted to the situation, 
usually varying between $8 and $12 per month, with rates 
for full time or for an entire course of a year, placing a 
premium upon continued attendance. 

(5) Its administration and office work will be closely 
connected with and a vital but separate part of, the admin- 
istration and office work of the educational work of the 



DAY WORK—SUMMARY 



99 



entire Association. It will include special enrolment of day 
students; the securing of one or more necessary teachers, 
preferably for full time; appropriate regulations concern- 
ing attendance, discipline, records and reports similar to 
those of the other best schools. 

EDUCATION AND CAREERS- 




The facts are drawn from the United States Bureau of Education and 
interpreted by Mr. N. C. Schaeffer, the efhcient state superintendent of 
public instruction for Pennsylvania. The pro'portion of students in various 
kinds of educational training, as well as of no education, are shown to scale. 
Similarly, but on a different scale, the shaded area shows the educational 
training received by the 10,000 men whose careers have been such that their 
names were selected for "Who's Who in America." The value of educa- 
tional training in the successful lives of prominent men is clearly shown in 
that 77 per cent of such men in "Who's Who" are those with college and 
university training, while less than 14 per cent of them had only a common 
school training, and no man without some kind of education was found to 
have had a sufficiently successful career to be counted worthy of a place in 
the list. In other words, if young men aspire to serve their country and this 
generation to the best advantage they stand no chance whatever of so doijig 
if they have no education, only one chance in 9,000 of such relative success 
if they have only a common school training, but from the above diagram they 
seem to have at least one chance in 40 of reaching such success if they have 
obtained a college or university training or its equivalent. 



V. ADMINISTRATION AND SUPERVISION 

1. Nature and Principles 

a. Importance 

With the growth of Association educational work and 
the increasing demands for vocational training, it becomes 
more and more necessary to secure wise and most effective 
administration of such educational features as will meet 
the situation. Educational work may be a success or a 
failure in proportion as it has the right kind or the wrong 
kind of administration. As a rule the better the man as an 
educational secretary, the larger and better the work, and 
this in turn brings more of money and support with which 
to secure more and better men, to do more and better work, 
to obtain still larger support, to secure more and still better 
men, to accomplish far more effective results among men 
and boys ; and the good work thus goes on multiplying its 
usefulness in a cumulative manner. 

b. Supervision vs. administration 

A distinction needs to be clearly made between the terms 
supervision and administration. Supervision in its strict 
sense is the professional handling of the psychological prin- 
ciples of education, especially as related to teaching. Admin- 
istration is the actual process of conducting a business or 
an educational enterprise. Professional experts as a result 
of years of study and research in psychology and pedagogy 
have been fitted to supervise the proper teaching of special 
subjects, as of drawing, of art, or of language. In 
the Young Men's Christian Associations, while we have 
some opportunity for experienced supervisors in the proper 
sense of the word, yet nine-tenths of the conduct of local 
Association educational work at present comes properly 
under the head of administration rather than supervision. 



ADMINISTRATION AND SUPERVISION 101 

Administration is absolutely necessary before supervision. 
In local work the term supervision will really mean the 
effective conduct of various activities — which is adminis- 
tration. 

Administrative ability is a power and practically univer- 
sal; while supervision is an art and means knowledge 
psychologically used. Administration is executive or busi- 
ness management ; while supervision is educational and pro- 
fessional. Administration is native — many are born to be 
natural administrators ; while supervision is acquired — none 
are born supervisors. With the development of Association 
educational work emphasis must be placed on adequate 
training to make men efficient administrators, i.e. successful 
educational secretaries. 

c. Officers 

(1) The board of directors is the official and ultimate 
authority. In proportion as it includes men of affairs, 
active, with large vision, sympathetic and cooperative, will 
appropriate educational work be organized and prosper. 

(2) The educational committee is a part of the board of 
directors directly related to the administration of the edu- 
cational work as a whole. It helps secure adequate revenue, 
aids in obtaining best results, and represents both the public 
and the Association. 

(3) The educational secretary is the salaried officer of 
the Association, the administrator of the department, and 
agent of the educational committee to execute the Asso- 
ciation's educational policy. 

d. Some essentials 

(1) Successful administration often depends more on 
keeping unimportant things from being done in a wrong 
or mistaken way than in developing useful policies in the 
correct way. 



102 ASSOCIATION EDUCATIONAL WORK 

(2) In the successful solution of large problems involv- 
ing different leaders, the personal equation and the varying 
qualities of individuals and personalities must be harmon- 
ized. 

(3) Real prol)lenis and conditions, often without pre- 
cedent, must be met. 

(4) Effectiveness within the Association must supple- 
ment cordial cooperative relations outside. 

(5) Wise and efficient administration will: (a) know the 
times, the tendencies and needs of men and be able to har- 
monize the efforts to meet such needs and make them effec- 
tive ; (b) keep ideals to the front and magnify them, em- 
phasize character, nobility and all that makes for manhood 
and boyhood; (c) cultivate good common sense, which 
seems to be an increasingly valuable factor; (d) discover 
quickly such plans as will meet needs, and know which will 
not do so; (e) avoid all entangling alliances; (f) use subtle 
logic in some cases, resist new ventures in other cases, 
puncture conceits in a few cases, increase resources in 
others, and organize adequate forces to meet particular 
situations. 

2. Educational Committee 

a. Its size 

This is one of the most important committees in Asso- 
ciation work. Three men are generally sufficient, though 
in some large cities five or seven men may be preferable. 
The small committee can be gathered quickly, can readily 
reason together and yet is large enough to be effective ; is 
more likely to carefully consider reports and do business, 
accepts greater individual responsibility, can more quickly 
harmonize and arrive at a decision, takes more interest in 
details, is better able to deal quietly and wisely with deli- 
cate matters and usually attracts a superior quality of men. 



THE EDUCATIONAL COMMITTEE 103 

A large regular committee of more than seven men is 
usually to be avoided, as it is hard to get a full attendance, 
is open to much wire pulling, is apt to be more responsive 
to popular tendencies and tangents at the expense of con- 
tinuous hard work and quality of service ; only orators seem 
to get a hearing and it is not likely to handle delicate matters 
wisely, or effectively locate responsibility. 

b. Its composition 

These different committeemen should be drawn from and 
represent the leading industrial, commercial, trade and busi- 
ness interests of the community. The nature of their work 
is such that only those competent and willing to serve should 
have the honor of appointment. Paper committees gen- 
erally do more harm than good. This committee as a whole 
has charge of all the educational features — the reading 
room, library, lectures, educational clubs, talks, tours, class 
work, and other sections of effort. 

Interested, capable, Christian business men as a rule 
serve best on these committees. Occasionally a public school 
offfcer or teacher serves with credit. The opportunity for 
such an officer who measures up to his privileges and feels 
the responsibility of his position is equal or superior in 
point of influence to that of a director or regent in a college 
or university. 

Good timber for such service has been found among 
manufacturers, merchants, contractors, bankers, successful 
college men in many walks of life, men who are able to 
think for themselves, have convictions, and are able to 
explain reasons for their conclusions. Avoid using inexpe- 
rienced, unsuccessful men in any line. 

c. Its duties 

The committee and the educational secretary, if there be 
one, will need to give much time and effort to make the 



104 ASSOCIATION EDUCATIONAL WORK 

work successful and a credit to all concerned, but such in- 
vestment of energy pays largest dividends in successful 
manhood. They will need to study the field, confer with 
employers and especially with superintendents and fore- 
men in order to intelligently discover the educational needs 
of men and boys and the best means to meet such needs. 
Some of their duties are described in succeeding pages. 
Best results come where several subcommittees are formed, 
each composed of one member of the regular committee 
and one or two men outside of the committee— as one sub- 
committee for lectures and talks and clubs, another for 
boys' work, another for extension features, and so on. For 
special courses or schools, as day work, automobile school, 
boys' summer school, a special advisory committee of three 
or five supplementing the regular committee is necessary. 

One important duty will be to carefully determine upon 
and cooperate with the finance committee in providing an 
annual budget for the educational department, ranging from 
twenty to forty per cent or more of the total annual ex- 
penses of the Association, depending upon local conditions. 
See chapter on Administration. 



Expense of Educational Supervision 

In Young Men's Christian Associations, Including Heads of 
Departments 

1890 I 000 

1893 2,000 ■ 

1895 5,000 ^ 

1898 7,661 ■■ 

1900 12,655 ^^ 

1903 35,000 

1906 74,600 

1909 130,821 

1911 171,549 




Cooperative Apprentice School— South Bend, Ind. 




Stenography-Railroad Association, Philadelphia, Pa. 






Salesmanship— Cleveland, O. 



THE EDUCATIONAL COMMITTEE 105 

d. Sessions 

In giving successful service, regular meetings of the com- 
mittee will be found essential. In the busy seasons, as 
September and October, January, March and April, these 
meetings are often held vvreekly and sometimes daily, at the 
call of the chairman. 

At least four joint meetings of the committee, leaders, 
club officers and teachers should be held during the year, 
as in September, December, March and June. Such ses- 
sions mean much for the unity, harmony and success of 
the work. They are usually held at the Association build- 
ing, from 5 or 6 p.m. to 7 or 8 p.m., including lunch or 
suppei*. The September meeting should be held just before 
the opening of the class work to emphasize all that pertains 
to efficiency and harmonized effort during the season. The 
December meeting, held just before the opening of the 
winter term, will discuss the successes and failures, points 
of strength and weakness of the fall's work, and make sug- 
gestions and modifications for improvement during the 
winter term. Similarly the March meeting will serve for 
the interests of the winter and spring terms, while the June 
meeting will review the entire season's work, make sugges- 
tions, and determine many things for the plans of the suc- 
ceeding year — which clubs, lectures and talks to emphasize, 
which subjects in class work to retain and which ones to 
drop, what new ones possibly to add, which teachers to 
be re-engaged, any modifications of tuition fees, policies 
or methods. This is the most important meeting of the 
year. Its decisions are to be made public as soon as feasible, 
or at the closing exercises if such are held, and thus the 
advertising for the coming year begins at the time when it 
does the greatest service, helping to link the plans of the 
young men from one year's work to another and giving 
advice when such is most appreciated. 



106 ASSOCIATION EDUCATIONAL WORK 

e. Institutes and conventions 

One or more of the committee with the educational secre- 
tary should plan to attend the annual state or International 
conferences or conventions, or one of the summer schools. 
Each Association is urged to hold a local annual institute 
at some convenient time, as in April, May or early Septem- 
ber, at which an afternoon or evening at least may be given 
in counsel with the board, officers, committee force, and 
specially selected business men of public influence concern- 
ing the interests of Association educational work. The im- 
portance, needs, growth, results and methods of successful 
conduct of such work are brought to the earnest attention 
of those present, desires are created and plans for better 
and larger work made, all of which will be found of great 
value in aiding local Associations to strengthen and extend 
their work. One or more leaders from other cities, from 
the State or the International Committee, with lantern ses- 
sions showing the work in operation, often give added in- 
terest and increase the results. What has been said of the 
local educational committee may also be said with even 
more far-reaching results concerning the state educational 
committee. 

f. Advisory committee 

With the growth and variety in the development of Asso- 
ciation educational work, there is large and increasing use 
of advisory committees. These committees, made up of 
from two to five or more men, are selected with special 
reference to their fitness for successful service in connection 
with the promotion of special large features, as an auto- 
mobile school. Such committees, through their chairmen, 
are related directly to the educational committee of the- 
Association. Their special work is to counsel in the leader- 
ship, administration and financing of the special course or- 
school to which they are related. 



THE EDUCATIONAL SECRETARY 107 

Such advisory committees are often secured for special 
sections of the educational department, as the polytechnic 
section, the law section, the boys' work section, or the exten- 
sion section. 

An Association may thus have several advisory commit- 
tees in its educational department, each and all of whom are 
vitally related to the general educational committee. 

g. Student councils 

Some Associations make successful use of an organiza- 
tion or club of mature-minded, earnest students who pos- 
sess a spirit of service. These men are used in numerous 
voluntary efforts in the organization of clubs, the promo- 
tion of classes, talks and other features in the building and 
out of it, and at all times stand ready to help promote the 
interests of the work without expense to the Association as 
far as their service is concerned. 

3. Educational Secretary 
a. Importance 

The proper organizing, wise promoting, and social engi- 
neering of adapted educational enterprises by the Young 
Men's Christian Association calls for and is developing a 
new educational vocation separate and far different from 
that of teaching — that of the educational secretaryship. A 
few Association leaders recognize that inexperienced super- 
vision is often worse than no supervision at all, and in many 
cases means the speedy death of educational efforts thus 
treated. 

While the educational committee is responsible for the 
encouragement and promotion of the various educational 
features in local work, in a number of places an educational 
secretary is employed for the purpose of encouraging and 
developing the Association's all-round educational work. 
This man acts as an executive officer of the department 



108 ASSOCIATION EDUCATIONAL WORK 

and works in harmony with the committee and the general 
secretary, as does the physical director in the physical 
department. 

b. Qualifications as a man 

The personal qualities for a successful educational secre- 
tary as found in the men now accomplishing best results 
are as follows : 

(1) As to his character, he must be — (a) a Christian 
man in the truest and broadest sense; (b) of strong per- 
sonality, a clean man, upright in life, correct in speech; 
(c) sympathetic and truly friendly — a lover of men; (d) a 
man having strong faith in God, reasonable confidence in 
self, faith in men, and a love for his work; (e) pleasing in 
address, avoiding extremes in dress and manners; (f) clean- 
cut, tactful, forceful, able to adapt himself, and filled with 
the Association spirit. 

(2) y\s to his ability, he must — (a) have the tact of the 
lawyer, the enthusiasm of the student, and the devotion of 
a lover of men; (b) be a leader thoroughly in earnest and 
businesslike, as people look to him for leadership; (c) be 
original and inventive but with conservatively sensible 
ideas ; (d) be able to put plans into operation ; (e) be able to 
set other people at work and keep them harmoniously at it ; 
(f) have personal magnetism to attract and hold men, 
enthusiasm to keep all interested, and business habits such 
as will insure good management. 

(3) As to his knowledge, he must — (a) know men and 
boys as well as things and methods; (b) know the needs, 
conditions and tendencies of his field as they concern men 
and boys educationally; (c) have a college education or its 
equivalent; (d) have such a training, in education, business 
and executive work as will fit him to make good. "Let this 
mind be in you which was also in Christ Jesus," covers the 
whole requirement. 



DUTIES OF EDUCATIONAL SECRETARY 109 



Associations with One or More Educational Secretaries 

Based on Official Recognition of the Association of Educational 
Secretaries 



1890 





1893 


1 


1895 


5 


1898 


9 


1900 


15 


1903 


25 


1906 


42 


1909 


60 


1911 


69 



c. Concerning his duties 

(1) As a discoverer of needs and of men to meet them. 
The nature, variety and growth of the work places ever 
increasing responsibilities upon the educational secretary, 
(a) He will be early on the ground, studying the conditions 
and the work done, discovering the educational facilities 
needed, making the acquaintance of Association leaders, 
committeemen and others, (b) He will plan and cooperate 
with the committee in making an investigation and continued 
study of the field, in order to discover opportunities, to intel- 
ligently look for the best leaders and teachers for the various 
clubs, lectures, talks and class work, (c) He will bear in 
mind that students need to be directed in groups, but must 
be dealt with individually. 

(2) As an organizer and leader. With the cooperation 
of the committee and as their agent, he must see that — 
(a) all the plans are made, (b) the teachers and leaders 
secured, (c) advertising begun and followed up, (d) and 
the various activities started and conducted. The opening 
of the season's active work in the various features about 
October 1, is a fair indication of the effectiveness of the 
preparation done, when the educational secretary has been 



110 ASSOCIATION EDUCATIONAL WORK 

on the field during the summer, and will put to test his exec- 
utive ability and the calibre of the educational committee. 
For the successful operation of the work he must be to all 
the various features what a successful manager is to his 
business. 

(3) In general. In all this work he will — (a) be careful 
not to practically displace the general secretary or the edu- 
cational committee; (b) come to know his field better than 
any other man; (c) discover and develop leaders and teach- 
ers and coach a working force; (d) carry on systematic and 
continuous advertising and publicity; (e) keep his ideals 
high, and cultivate spiritual vision; (f) be a member of the 
general secretary's cabinet; (g) an educational counselor; 
(h) also an inspiring force making for intelligent living. 

(4) Efficiency. He will aim to — (a) bring the entire 
work of the whole department to the highest standard of 
efficiency, so that each club, class or lecture may become a 
source of increased helpfulness to young men ; (b) unify 
the department by making each feature contribute to the 
best interests of the whole, so that the practical talks will 
dovetail into the work of the clubs and classes, and vice 
versa; (c) make the department harmonious with and 
strengthening to the work of the social, the physical and 
the religious work departments. 

d. Concerning his relationships 

As a salaried officer of the Association he will — (a) be 
amenable to his committee and to the board of directors ; 

(b) consult and cooperate heartily with the general secre- 
tary of the Association on all matters of importance ; 

(c) continually seek to enlist the efforts and cooperate with 
the work of the educational committee; (d) strive with 
the other employees for the up-building of the Association 
as a whole; (e) be a co-laborer with the heads of other 
departments; (f) be a tactful administrator in his relations 



VALUE OF SUPERVISION 



111 



with teachers, leaders and other servers in the department; 
(g) be a respected citizen in the community; and (h) be 
friendly, interested and cooperative with other Associa- 
tions. 

e. Value of good supervision 

In 1893 one Association employed an educational secre- 
tary for part time. Now (1912) each of 74 Associations 
employs the full time of from one to ten men for such ser- 
vice, including the deans or heads of various sections of 
the local educational departments. Experience shows that 
in proportion as this peculiar kind of local leadership can 
be found, trained and employed for a series of years, the 
results in more efficient men, more business, and commer- 
cial and industrial efficiency will be seen. At least 140 
other Associations are now able and should have such men 
as educational secretaries. Of all the educational work 
reported today, two-thirds of it is done in the 74 Asso- 
ciations with local educational secretaries, while the balance 
is spread over the remaining 800 Associations. The employ- 
ment of a thoroughly qualified man at a good salary is 
amply justified by the beneficial results. 

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112 ASSOCIATION EDUCATIONAL WORK 

f. The title of educational secretary 

For the best interests of the Association educational work 
as a whole, the following definition of a person who may 
be properly called an educational secretary was unani- 
mously adopted by the Association of Educational Secre- 
taries at their annual meeting in 1911 : 

"In order to strengthen the work we believe the following 
mimimum qualifications concerning the man, and the condi- 
tions concerning the local Association, are necessary for the 
proper use of the title Educational Secretary: 

"(1) As to the man. He should have — (a) at least an 
academic training — a college education if possible; (b) at 
least two years' successful experience in teaching and 
handling boys and men or its equivalent; (c) an organizing 
and executive ability equivalent to that required of the 
principal of the high school in the community where he is 
employed; (d) attend a summer school or other form of 
professional training at least each alternate year; (e) be a 
salaried officer of the Association giving his entire time to 
promoting its educational work; (f) place emphasis upon 
all opportunities for developing Christian character among 
men and boys. 

"(2) As to the Association. It should have — (a) one 
general educational committee with such subcommittees and 
advisory committees as may be necessary; (b) seek to dis- 
cover and support all possible educational privileges for 
both men and boys outside the building as well as in it, both 
day and night; (c) pay a salary for its educational secretary 
commensurate with the qualifications required — we believe 
the minimum for the full time of such a trained man should 
not be less than $1,200 ; (d) encourage and cooperate in all 
policies to meet discovered needs; and (e) place emphasis 
on the continuous service of a growing, efficient man as 
educational secretary." (See appendix.) 




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TIT LP. OF SECRETARY 113 

g. State educational secretary 

In the interests of its general promotion and extension 
in seven-eighths of the Associations without any special 
local supervision, there is seen the great desirability and 
often necessity for a state educational secretary. In a few 
states, one of the state secretaries gives a portion of his 
time to such work, or other men are secured for a few days 
or weeks to aid the state in its promotion. One state 
employs an experienced man to give his entire time to such 
service. 

h. The title of secretary rather than director 

In a movement of such size, complexity, and of unlimited 
extension as the Young Men's Christian Association, it is 
quite essential that appropriate terminology be used. Promi- 
nent business men long in the highest counsels of the move- 
ment, leading Association officers, and the great majority 
of educational secretaries advise the change from the word 
director to the title of secretary for the following reasons: 

(1) In the Association movement the term director has 
been used from the beginning to designate, and hence more 
properly belongs to, the volunteer and unsalaried service 
of the 20,000 Christian business men — the laity of the 
Church — now forming the boards of directors and commit- 
tees of management of the various Associations. For the 
employed and salaried officers of the Association to assume 
the same title is both discourteous and confusing. 

(2) The term director is similarly used in the vast 
majority of other organizations, business enterprises, cor- 
porations, banks, manufacturing companies and the like, to 
designate the unsalaried and volunteer forces standing 
between the public and the business they represent, for the 
best good of both. In only a relatively small number of 
organizations is the director a salaried man, the employed 



114 ASSOCIATION EDUCATIONAL WORK 

officers being either secretaries, managers or superintendents 
and their assistants. 

(o) The great majority of the Association employed 
officers at present are rightly called secretaries as, general, 
membership, social work, assistant, religious work, boys', 
state, railroad, county, army and navy, industrial, student, 
colored, international, foreign, etc. 

(4) The highest precedent in America affords an example 
of sufficient prestige for us to follow even if Association 
experience were lacking. In the president's cabinet of the 
United States government at Washington we do not find 
the director of war, director of agriculture, director of the 
treasury, or director of state. All of these highest salaried 
men of the cabinet are secretaries. In view of these and 
other similar reasons the Educational Secretaries' Associa- 
tion in June, 1911, unanimously voted to use the title of 
secretary instead of director. 

4. Necessity for Training 
a. Importance 

Association educational work is a growing movement. 
To be of service in it men must grow and this requires con- 
tinual study, reading, thinking and first-hand knowledge of 
all kinds of educational activities among boys and men. 

Ex-President Eliot of Harvard said, "The destiny of the 
nation in any direction, as educational, engineering, social, 
vocational or religious, is in the hands of the professionally 
trained man." W. T. Harris, former United States Com- 
missioner of Education, after sixty years of educational 
experience, said, "The average teacher stops growing in two 
or three years after he has attained a fair degree of success, 
while the professionally trained person is more likely to 
continue growing through his life career." 

Above all things Association service demands men of 
increased executive ability, of a high type of leadership, and 



NECESSITY FOR TRAINING 115 

especially of a broader and more efficient training. If our 
educational work is to keep pace with the other movements 
of the times and to continue to meet the needs of men and 
boys for character building we must do these three things : 

(1) Largely increase our standards of admission to the 
employed force. 

(2) Develop and train only those carefully selected men 
who possess the peculiar qualities needed for successful ser- 
vice in this work. 

(3) Help each man thus selected to grow year by year. 
Association educational work has developed to such an 

extent and involves so large a variety of effort that its suc- 
cessful leadership demands qualities and training such as are 
needed for the conduct of large educational enterprises. 

b. Training schools 

The established training schools of the Young Men's 
Christian Association at Springfield, Mass., and Chicago, 
111., afford splendid opportunities, through their regular 
courses of study, to give many young men appropriate 
training for general Association work. Other things being 
equal the educational secretary with such a general training 
for Association work will be of greater service than other- 
wise. Foundation training in general principles, policies 
and the history of Association work coupled with a thorough 
training in Bible study. Church history and the like makes 
the best foundation on which to build special training for 
a secretary in any department of the work. 

With the further growth of the movement, which is ex- 
pected, some special courses for the more definite training 
of educational secretaries may be added to the privileges 
of these training schools. 

c. Summer institutes 

To help meet some of the above needs among these men, 
and to enable those who attend to grow in vision, inspira- 



116 ASSOCIATION EDUCATIONAL WORK 

tion and efficiency, the summer institutes have been con- 
ducted for educational secretaries for four years at Lake 
Geneva, Wis., and for six years at Silver Bay, N. Y. Simi- 
lar training will soon be provided in two or three additional 
centers. Carefully arranged two-year and three-year 
courses are given under the leadership of experienced 
Association officers. General secretaries, educational secre- 
taries, and educational authorities outside the Association 
give instruction, conduct conferences, give addresses and 
in these and other ways afford stimulation, inspiration and 
really effective help which cannot be gained as well in any 
other way. (See appendix.) 

d. Reading courses 

To supplement the work of the summer institutes and 
stimulate the men to mental growth, help them to keep up 
with the times, and thus develop efficiency, reading courses 
are required of all educational secretaries in connection 
with and in addition to the summer institute work. A writ- 
ten examination on each book thus read is required as a 
part of the course. 

The following are the books the systematic reading of 
which is thus required during the year preceding the insti- 
tutes of 1912: 

First year 

1. Educational Reformers, Quick. 

2. The Efficient Life, Gulick. 

3. Vocational Training, Sneddon. 

4. Practical Idealism, Hyde. 

5. Challenge of the City, Strong. 

Second year 

1. History of Education, Davidson. 

2. Youth, Stanley Hall. 

3. Vocational Guidance, Bloomfield. 

4. Changing Conceptions of Education, Cubberly. 

5. Christianizing the Social Order, Rauschenbusch. 



TRAINING FOR SERVICE 117 

Third year 

1. Psychological Principles of Education, Home. 

2. Education of the Will, Payot. 

3. Genesis of the Social Conscience, Nash. 

4. Psychology of Religious Experience, Warner. 

5. The Worker and the State, Dean. 

e. Training centers 

Most helpful service is being given in a number of the 
larger Associations, called training centers, in which definite 
courses of reading, study, conference and discussion are 
conducted during the fall and winter session. These courses 
are attended by local employed officers and others looking 
toward increased efficiency in service. Such courses include 
Bible study. Association history, principles and organization. 
Association methods and the like. These training centers 
for Association men compare favorably with the apprentice 
or continuation schools in business and manufacturing lines. 

Number of Men Employed as Educational Secretaries and 
Assistants ' 

Including .35 Men Employed Full Time as Heads of Departments 
AND Teachers 
1890 
1893 1 ■ 
1895 5 1^ 
1808 12 ^^^^ 



1900 25 I 

1903 43 

1906 74 

1909 96 I 



1911 130 ^^^mmmi^mt^^^Kmmm^^^mi^^^^^^^^^^^^^^mm 

5. Study of the Field 

It is impossible to speak too strongly on the importance 
of an intelligent, adequate and more or less continuous 
investigation of men and boys — their conditions, needs. 



118 ASSOCIATION EDUCATIONAL WORK 

desires and training; of the tendencies of the times, and of 
the various facihties and movements at work educationally, 
in order that intelligent service may be rendered. Without 
such careful study of the local field efforts are likely to be 
confused and inefficient. Investigations and surveys of all 
kinds are the increasing order of the day, and when wisely 
made help Association officers to know their community and 
its needs and thus make more effective plans. 

In addition to conferences with employers, foremen and 
other leaders in commerce, industry and business, the educa- 
tional committee and secretary will make a careful study of 
the principal occupations and vocations of the community — 
whether rural, city, railroad, or industrial — to discover pecu- 
liar present-day needs of males between 14 and 40 years of 
age. In addition this committee must as faithfully study the 
young men themselves, at their homes, in groups, where 
they are employed, or at receptions in order to discover 
their habits and temptations, their training and desires, their 
weakness and strength, to the end that appropriate means 
may be taken to meet such needs. 

While much of this study may be continuous throughout 
the year yet perhaps the best studies have been made between 
January and June. Personal interviews with foremen in 
different machine shops, for instance, is followed by a group 
conference of these foremen at a club or at the Association, 
at which the educational committee and secretary crystallize 
the discovered needs among the men thus interviewed or 
the bodies of men with whom they are most closely related. 
Peculiar needs of these men are described, steps taken to 
meet such needs, teachers are secured, advertising begun 
and classes opened as the result. Similarly a conference 
with foremen in other lines of allied industries which have 
differing but equally urgent needs. This practice has re- 
sulted in solving the local question as to what the Associa- 
tion best could do educationally. The results more than 



STUDY OF FIELD 119 

warrant expenditure of effort and are found to be among 
the best and most necessary investments made by such 
Associations. 

a. Needs of men and boys 

The following outline has been used in a number of 
places : From the census and other similar reports may be 
found — the number of males of various ages, the number 
of employed boys in various industries, the number of those 
who cannot speak English, the different pursuits of men 
according to government classification. From visits and 
interviews, the attainments, home life, factory conditions, 
the hours of labor, time of work, efforts of employers, wel- 
fare service, and other conditions and efforts to meet the 
situation, are discovered. 

b. Existing educational facilities 

From public reports, school records, interviews with local 
educational leaders and others, information may be gained 
concerning: 

(1) Public day schools. As to the number and kinds of 
boys in each grade, through the four years of primary, four 
years of grammar, and four years of high school ; the num- 
ber graduating; the total number in reach who are of school 
age ; the subjects taught in the high school ; the measure of 
attention given to vocational training either commercial or 
industrial. 

(2) Public night schools. As to the subjects taught, 
number of students with their ages and attendance, the effi- 
ciency of instruction, attractiveness of the subjects to boys 
and men, the extent to which students continue in attend- 
ance. 

(3) Public vacation schools. 

(4) Commercial schools and business colleges. The 



120 ASSOCIATION EDUCATIONAL WORK 

nature of their work, as day or night, tuition fees, number 
of students with their ages, their elements of strength or 
weakness in meeting present-day needs. 

(5) Private and parochial schools. Number of students 
and kind of work done. 

(6) Industrial or technical institutes and schools. Kind 
of work done, students, tuition fees and so on. 

(7) Apprentice, continuation, or other forms of part- 
time schools for employed boys. The nature and extent of 
the work done, number of students, expense and other simi- 
lar items. 

(8) Private tutors. Their aim, nature and extent of 
work, fees, and results. 

(9) Libraries. Number and kinds of books, their use- 
fulness as a working or reference library, by what kinds 
of males they are used and how extensively, methods of 
arousing interest. 

(10) Lecture courses and university or high school 
extension work, or the equivalent. 

(11) Clubs open to young men — literary, vocational. 
Unions conducting study or reading courses. 

c. Attitude 

Attitude towards Association educational work, learned 
by interviews and conferences with educators, employers, 
laborers and other leaders of public opinion, and from 
young men themselves. 

d. Conserving results 

(1) Appropriate card or filing systems are increasingly 
used. 

(2) The making of research or location maps for the 
community, leading factories, districts where available men 
and boys live, the schools of various kinds, churches, social 
settlements, and good clubs ; together with the agencies that 



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STUDY OF FIELD 121 

tend to drag men down, as the saloon, evil resorts and other 
demoralizing influences. 

(3) Carefully tabulate the facts and make honest deduc- 
tions. Herein is shown the ability, the Christian good sense 
and leadership of the most experienced Association officers. 
The conclusions, both written and graphic, must be of such 
a nature that any citizen can quickly see the existing needs 
of his own community more clearly than ever before and 
be led to take active steps to improve conditions. 

e. The value of such a study 

(1) Such investigation reveals the kind of instruction 
needed by boys and men, or by commercial, industrial or 
manufacturing interests ; it shows the subjects most likely 
to be in demand and the time when instruction can best be 
given to different bodies of males, as day, evening, summer 
or winter. It reveals the elements of strength and weak- 
ness in other educational agencies ; it shows what periodi- 
cals may be added to the reading room and how to get them 
read ; what books to add to the Association library ; what 
talks and lectures, clubs, classes and other similar work 
may be organized. 

(2) Such a study reveals the equally important service 
of discovering men who can be used in meeting educational 
needs. This will include committeemen — progressive, alert, 
business and professional men ; teachers — adaptable, sym- 
pathetic, enthusiastic, technically trained, if possible; men 
to give practical talks ; club leaders ; men or families to sup- 
port or endow educational features. 

Among the most successful educational and social com- 
munity leaders, the slogan, "Know your own community," 
is increasingly popular and effective. To this end no Asso- 
ciation officer should fail to read, "The Inter-Relation of 
Social Movements," by M. Richmond, 5 cents ; and "What 
Social Workers Should Know about their own Commu- 



122 ASSOCIATION EDUCATIONAL WORK 

nities," by M. F. Byington, 10 cents ; both pamphlets secured 
of the Russell Sage Foundation, 105 East 22d Street, New 
York. 

6. Cultivating Interest 

a. Importance 

Some desire, more or less strong, should exist or be 
awakened for the operation of educational clubs, practical 
talks, lectures, class instruction in one or more subjects, or 
other forms of educational endeavor. Such interest is more 
apt to be found in places with good schools, public or pri- 
vate, day or evening, where educational facilities are re- 
spected and appreciated. In such cities it is comparatively 
easy to organize and operate educational features of various 
kinds in the Association. In cities where education is not 
appreciated, where schools are few and poor, it will be 
harder to organize this work though it be far more needed. 
In these places interest must be created and developed. This 
work is a privilege and a pioneer service to young men and 
to the city which may require constant, patient and vigorous 
effort for years, but which is amply repaid by the perma- 
nent character of results. 

Desired interest is created through the various ways of 
presenting the general needs of education, showing the 
opportunity and rewards of increased ability, training and 
skill among young men as a whole ; and especially giving 
definite cases of men who have secured positions, promo- 
tions and increased salaries as a result of their taking 
advantage of the educational features. See pages 7-19. 

b. Methods 

The chief means of awakening interest are : 
(1) The public press in its items of news, weekly or 
daily, calling attention to the various features, the success- 
ful results and interesting events. 



CULTIVATING INTEREST 123 

(2) The frequent encouraging mention of the work by 
the clergy, teachers and other pubHc and professional 
leaders. To this end all such persons should be made con- 
tinually acquainted with the work. 

(3) The use of exhibits, stereopticon, motion pictures 
and other visualized instruction both in and out of the 
building, and in places where large numbers of men are 
gathered or employed. 

(4) The invitation of non-members to opening services 
or to a few particularly attractive and valuable lectures or 
other exercises. 

(5) Personal solicitation. More than ever it is neces- 
sary to go to the young men rather than expect them to 
come to us. What would become of insurance or invest- 
ment companies if they did no more than circulate the 
printed notices of their work? The success of the large 
enrolments in many kinds of schools today is in proportion 
to the aggressive personal seeking and securing of students 
by agents and solicitors. 

(6) The best means for permanently reaching and help- 
fully influencing the hearts and lives of young men is by 
quality and quantity of the work done and the good results 
produced. No amount of good advertising and other similar 
means of attracting men can equal that of the interested 
member who has had more of value received than he ex- 
pended. Neither can any amount of temporary interest 
overcome the evil effects of poor work done. 

7. Advertising 
a. Importance 

That it pays to advertise is not questioned today, but 
what kind of advertising pays best and how much should 
be spent thereon is another matter. Poor advertising pays 
poorly, if at all : good advertising brings large returns. 
Association experience proves that, like any business enter- 



ADVERTISING 125 

prise, it must advertise or talk about the things it has to 
"sell," and good "talk" or good advertising invariably pro- 
duces results. 

b. Cost of advertising 

Association experience proves that it is wise to provide 
each year a definite educational advertising appropriation 
which, according to local conditions, may vary from five 
to fifteen per cent of the local educational budget. For the 
promotion of special features or courses, large advertising 
expenses are often justified. It is always vital to decide 
upon the items to be advertised, how the campaign should 
be conducted, about how much is to be spent, and then make 
every cent pay. Well-conducted Associations lay out adver- 
tising campaigns in advance, make budget appropriations, 
largely upon experience of the preceding year, and keep 
careful record of money spent, advertising medium used 
and results. 

c. Advertising principles 

A few general advertising principles have practically 
become maxims among up to date Associations. 

(1) Spasmodic advertising never pays. Only consistent, 
persistent effort wins attention. 

(2) An advertising campaign must begin in plenty of 
time. You can't hurry advertising because you can't hurry 
people. 

(3) Don't expect big immediate returns. 

(4) Don't always expect direct returns. The indirect 
results almost always exceed the direct. 

(5) Advertising must be particularly adapted to those 
whom it especially aims to reach. 

(6) Advertising, to reach people, must contain a human 
element or a personal appeal. Advertising is only written 
"talk." 



126 ASSOCIATION EDUCATIONAL WORK 

(7) Cheap advertising never pays. It cheapens the ad- 
vertiser. 

(8) Good advertising should be backed up with a good 
"follow-up" system. 

(9) Each advertisement strengthens or weakens every 
other one. See that each one has the "strengthening" ele- 
ment. 

(10) Cumulative returns are the best measures of adver- 
tising values. 

(11) Personal, hand-to-hand advertising, in itself and 
alone, pays best. 

(12) Advertising matter handled in the shape of news 
brings good returns. 

d. Methods 

Some of the best advertising methods followed by Asso- 
ciations are suggested by an experienced educational secre- 
tary, as follows: 

(1) General booklet showing all educational features — • 
(a) Good printing in one or two colors with snappy illus- 
trations, (b) Mention all principal features, as gymnasium, 
boys' work, religious, social, employment, dormitories, 
swimming pool, (c) Schedule the days, hours, places, terms 
of all educational features, (d) With or without business 
advertisements, (e) Send to entire membership, all inquir- 
ers, any others interested, other Associations, libraries, per- 
sons in prominent positions who ought to know of the work. 

(2) Leaflets or circulars of special features or separate 
subjects, as the automobile school, the commercial subjects, 
the courses in drawing, and so on, are used with much profit. 
It is desirable to show pictures of class and of instructor; 
to use good printing in one or two colors ; to use size con- 
venient for pocket ; to distribute in the Association building 
and arrange them in a special case in business offices, fac- 
tories and places where men are employed, and at special 



ADVIiRriSING 127 

meetings, also send to homes, it is also desirable to send 
same with a letter under two-cent stamp to all inquirers, to 
lists classified from the directory, from the telephone book, 
from employees of companies, all the committee forces of 
the Association, newspapers, schools, commercial, indus- 
trial, trade and other leaders of all kinds who should kncjw 
about the important growing work. 

Special circulars and follow-up letters made on multi- 
graph, mimeograph or writerpress, with name of party filled 
in or omitted, and sent under two-cent stamp. 

(3) Blotters, calendars and other service advertisements, 
announcing special features, or all privileges, distributed as 
above, also to offices, homes and all places where men and 
boys may be found and interested. 

(4) Cultivate magazines, tracts and newspapers; advise 
paid advertisement in classified space with "key" for check- 
ing; also write-up of special classes or features with live 
illustrations for special, educational or occasional Sunday 
editions. 

(5) Bulletin and bill boards. Bulletin boards four feet 
by six feet outside, near the entrance to building, also 
smaller boards two feet by three feet in the building near 
elevator or entrance or in prominent places on main floor, 
are very desirable. Large bill boards may be rented from 
advertising companies. Small bill boards, two feet by three 
feet, owned by the Association, may be portable and moved 
about in any part of the city on proper permission. 

(6) Window cards in factories near time clock, business 
houses, hotels, barber shops, on church bulletin boards, in 
street cars, and every other place frequented l)y the public 
are very helpful. These may be secured of the Association 
Press for $5 to $7 per 100 cards. 

(7) Miscellaneous methods include a l)anner across the 
street stating the facts and dates ; a large sign on side of 
building when properly exposed ; stereopticon views of 



128 ASSOCIATION EDUCATIONAL WORK 

classes and other features shown at receptions, entertain- 
ments, factory talks, church and young people's society ses- 
sions, clubs and so on ; slides of announcements in moving 
picture shows ; shop talks ; announcements at Sunday meet- 
ings ; souvenir post cards of specially attractive features or 
events ; a paid solicitor to follow up inquiries ; exhibition 
of work and pictures at auto, aeronautic, business and other 
public exhibits, New Year's receptions, etc. 

(8) Photographs of classes, banquets and so on, properly 
used, always prove to be the best kind of advertising matter. 
Educational banquets in themselves are good advertising 
schemes, particularly if good speakers are present and the 
newspapers give reports of the proceedings. One Associa- 
tion advertised the work of its window trimming class by 
trimming show windows for different merchants. This 
attracted a great deal of attention in the city. The adver- 
tising class in another Association aroused considerable 
interest in the community by helping certain merchants in 
their advertising. One merchant reported a gain of 30 per 
cent in his business in a few weeks. This was first-class 
advertising. 

(9) The monthly or weekly bulletin of the Association, 
often edited by the educational secretary, should contain 
well-written notices, have special educational numbers, etc. 
.Notices for announcement may very often be inserted in 
the weekly church calendar, the Sunday school paper, the 
church bulletin board, and publicly announced by the pastor 
or superintendent. 

(10) The very best kind of advertising, however, is 
"goods" actually delivered by the educational or any other 
department. The students themselves are the best adver- 
tisements and advertisers. "Talk" from them goes a long 
way. Association advertising that cannot be backed up with 
intrinsic value is worse than nothing. One of the worst 
criticisms that can be made of any Association is that it does 




Educational Institute— Lake Geneva, Wis., 1910 




Educational Institute— Silver Bay, N. Y., i'.nu 




Course in Poultry Raising— Hartford, Conn. 



ADVERTISING 129 

not represent facts. Exaggerated, doubtful or untruthful 
statements or representations of any character are mis- 
leading and damaging. The Association must always be 
able to "make good." Contented customers are the best 
advertisers. 

Large Gifts for Education 
(Outside of Public Schools) 



1890 $ 23,500,000 
1895 32,000,000 
1900 79,500,000 
1905 93,000,000 
1911 114,000,000 



e. Preparation of advertising matter 

"Ad-writing" is a business and an art in itself. A knowl- 
edge of some of the principles would be useful in Associa- 
tion educational advertising and it ought logically to set 
the pace for the rest of the Association publicity, particu- 
larly in those Associations conducting advertising classes. 

Given: The feature to be advertised. (Lectures, prac- 
tical talks, class work, general privileges, etc.) 

(1) Analyze it. Pick out the important thing. Find the 
right words to express the idea. Use short, simple, well- 
known words or brief, pithy, sharp or pointy sentences. 

(2) Analyze carefully the interests of those whom you 
want to reach. Determine what your probable "customer" 
could or would see in that which you have to advertise. 

(3) Bring these two sets of ideas together. Combine 
and cut and boil down carefully, being sure not to sacrifice 
distinctness, positiveness or pleasant impressions. 

(4) Use pointed leaders, strong arguments, clear details. 
Use natural, not stilted language. Avoid frills. Be specific. 
Be original without being freakish. The "ad" must take 
the place of the spoken word. Be dignified. 

(5) Put the primary thought forward first or at least so 



130 ASSOCIATION EDUCATIONAL WORK 

that it attracts attention llrst. Let it dominate though not 
exclude other things. The value of an advertisement is 
measured hy the success with which it attracts involuntary 
attention. For this reason do not use unfamiliar words or 
vague phrases. 

(G) If a cut is used it should contribute something. It 
stands for a certain amount of reading matter. 

(7) Do not ])resent all your arguments at once. It is 
better to force them home one at a time even though it may 
be more expensive. 

(8) The "direct command" has a strong element of value, 
begetting immediate action. 

(9) Preserve a continuity of ihought through the whole 
advertisement and conclude sharply and concisely. Don't 
let it straggle or "peter" out. 

(10) Do not altempt to crowd too much into any adver- 
tisement. Too nuich is as bad as none oftentimes. 

f. Advertising "Make-up" 

Advertising doesn't stop with the mere writing, however. 
What is technically known as "make-up" is just as impor- 
tant. There are rules and principles ,for this, too, as well 
as for "ad-writing." Here are a few of them : 

( 1 ) Use plain types — old Roman, for instance. Avoid 
uiuisual styles. Use right proportioned fonts or sizes — not 
too large nor too small. Avoid mixtures of different styles. 

(2) Arrange matter in "spots," that is, bunch ideas and 
words and phrases and leave plenty of blank space. The 
latter is almost as valuable as the filled space. Leave good 
margins. 

(3) Use "rules" as little as possible. 

(4) Avoid irrelevant designs and printers' decorations. 

(5) Use white paper or light tints and use inks which 
will blend nicely — as, for instance, a light green paper and 
a dark green ink. 



ADVERTISING 



131 



(G) For striking advertising observe the principles of 
color. There arc certain coniI)inations whicii are both effec- 
tive and pleasing to the eye, bnt there are others always to 
be avoided. Do not offend good taste in color arrangements. 

(7) Avoid awkward shapes and sizes in folders, hand- 
books, circulars and printed matter of all kinds. 

(8) Seek simi)licity. 

By observing the ])usiness, artistic, psychological and 
human elements and principles entering into modern adver- 
tising, to which partial reference is made herewith, Asso- 
ciations should be able, largely, to increase even more the 
effectiveness of money, time and effort si)ent in enlisting 
the active interest of men and boys tliat the Association 
tries to help. 




Al)oiit 14 per cent of tlic Association nicnilnTship is found in Association 
educational classes, pursuing definite courses of study. In the South Central 
Slates this proportion is less than 6 per cent; in the Dominion of Canada it 
is nearly 7 per cent; in the South Atlantic States it is nearly 8 per cent; in 
the North Central States it is over 13 per cent; in the North Atlantic .States 
about 16 per cent and in the Western and I'acilic Coast States it is nearly 17 
per cent. 



132 ASSOCIATION EDUCATIONAL WORK 

8. Equipment 

In addition to successful qualities of leadership, efficient 
administration will need appropriate provision made for 
the work in equipment, including the number, arrangement 
and furnishing of proper rooms. With the number of large 
Association buildings provided" during the past decade 
(1902-1912, an increase in property from about $30,000,000 
to over $80,0000,000) the equipment for educational fea- 
tures has quadrupled and is still increasing. Experience 
shows that the approach to the educational department for 
all men should be through the front entrance of the build- 
ing and the lobby, past the general counter and check room, 
near the lunch room and other main privileges. 

a. Boys' rooms 

The boys should have a separate entrance and usually 
separate class and club rooms. If boys and men use the 
same rooms they should have different hours. The educa- 
tional secretary of the Association, through appropriate 
cooperation with the boys' work secretary, and possibly 
through a trained assistant, promotes the educational work 
among boys. The arrangement of rooms and equipment 
should be planned even more carefully for the boys than 
for the men. Depending upon the activity, the size of the 
department and other similar conditions, the boys will need 
from five to fifteen rooms for class work in a large city 
Association boys' department, besides one or two club rooms 
and another room for practical talks, with furnishings corre- 
sponding to those of the men. See chapter VII. Among 
Boys. 

b. Outside the building 

In planning for work outside the building, common sense 
and good judgment will indicate the use of such rooms and 



EQUIPMENT 133 

equipment as are available, emphasis being placed on secur- 
ing as far as possible such conveniences as will contribute 
most largely to successful effort. See page 173. 



c. Location and rooms, in Association building 

In new building plans, the educational department, where 
feasible, should be located on one or more floors, as the 
second and the third in the same building or on correspond- 
ing and communicating floors of attached buildings, where 
parts of the two are devoted to boys' work. The rooms 
should be equally available for night and for day work. Many 
may be used alternately by dift'erent educational or Bible 
classes, conferences, groups or committees. In small Asso- 
ciations, with practically only two rooms available for class 
work, suggestions are made on page 75. In the average- 
sized modern buildings where there are from 300 to 500 
members, from five to fifteen rooms are desirable for the 
various educational features for men and boys. In larger 
Associations from eighteen to thirty-five rooms are desirable, 
as follows : 

(1) The educational secretary's office should be centrally 
located and consist of two parts, both having outside win- 
dows. One part should be 15 x 30 feet or larger and used 
for clerical helpers or assistants, provision also being made 
for the sale of supplies. The private office should be at 
least 12 X 15 feet in size. 

(2) The study room, working library and educational 
museum or exhibit rooms, situated near the office of the 
educational secretary, should be large enough for the use 
of at least forty men at once, each man having twenty-five 
square feet of floor space. Here are the reference or work- 
ing library, the principal periodicals and magazines for 
students and also for general membership use, and the tables 
for study and research purposes. This room is becoming 



134 ASSOCIATION EDUCATIONAL WORK 

an increasingly necessary part of the equipment, and stu- 
dents should have free access to it for work at any hour of 
the day or night. It is the intellectual work shop and the 
vital center of the educational department. In this or an 
adjoining room provision should be made for the growth 
of a small but necessary educational museum, including 
models, designs, and the various work of students, similar 
to that of the Pratt Institute in Brooklyn, or the Cooper 
Union in New York. Good work and designs of students 
should also find a place on the walls of other rooms and cor- 
ridors of the buildings. 

(3) A number of Associations find it very helpful to 
provide a faculty room adjoining the educational secretary's 
office which may also be used as a club room, but which is 
primarily the headquarters of all the teachers and leaders 
of educational features. Here the teachers should meet, 
as in Mechanics Institute, New York, for a few moments 
before the class work of the day or evening opens, where 
they may receive general instructions, secure their class 
record books and other materials. If a public reading room 
is desired it should be separate from the study room in the 
educational department and possibly located near the main 
entrance on the ground floor of the building. 

(4) Two to four club rooms should be provided, each 
with from 400 to 1,000 square feet of floor space. A few 
clubs, such as the camera, air brake or chemical clubs, re- 
quire special equipment for their regular work. All such 
equipment is the property of the Association, even though 
purchased and used by the club. These rooms may also be 
used for Bible study, club sessions, conferences or other 
meetings. 

(5) Small lecture room. While some practical talks may 
be given in the lecture room and others in the club rooms, 
yet a room especially for this purpose is often desirable. 
It may well be located between the boys' and men's quarters 



EQUIPMENT 135 

and used by both departments, and should easily accommo- 
date 200 to 300. 

(6) From two to ten or more class rooms for commercial 
and language work. These may be of different sizes, but 
none smaller than 400 square feet, and preferably adjoin- 
ing each other. Some should be furnished with high school 
desks, one with office desks for bookkeeping, though this is 
not essential, and the other rooms with tablet chairs. Each 
should have a teacher's desk. The most modern business 
colleges, and the modern Association buildings with edu- 
cational equipment — Bedford Branch, Brooklyn, Portland 
(Oregon), Los Angeles, Kansas City, Detroit, Philadelphia, 
Dayton — offer good illustrations of practical equipment for 
commercial subjects. 

(7) From five to twelve or more rooms for industrial, 
science and laboratory work, including drawing, electricity, 
chemistry and shop work, may be equipped like those of 
the Pratt Institute, Brooklyn, or the Lewis Institute, Chi- 
cago, or Mechanics Institute, New York. It is essential that 
adequate ventilation be insured, and that speedy outlet be 
provided for all poisonous fumes and gases resulting from 
laboratory work. Hence these rooms should not be in the 
interior of the building, neither facing a court, but prefer- 
ably at the very top, or at least facing the exterior of the 
building and connected with active, direct ventilation flues. 
Each desk or bench should have several individual drawers 
so that it can be used at different times by from two to four 
men. A drawing table with four drawers can be seen at 
the Pratt Institute, at the New York Mechanics' Institute, 
and in many modern Association buildings. 

(8) The five or more rooms for wood and iron working,, 
engineering, trade and shop practice and other forms of 
vocational training vary in different localities. In planning" 
their arrangement and equipment, study of the plant of the 
Pratt Institute, a few modern Association buildings, or the 



136 ASSOCIATION EDUCATIONAL WORK 

best manufacturing concerns is suggested, rather than an 
imitation of the plans and equipment for purely academic 
and theoretical work. 

(9) Plumbing and pipe fitting require stout benches set 
against or built into the wall. For some kinds of pipe work 
a series of benches may be placed in line in the center of 
the room. They should be covered with sheet-iron, to be 
proof against hot solder. The piping for the plumbing, as 
well as for the other laboratory work, should be put in when 
the building is erected, thus saving expense. A storeroom 
is necessary for the safe keeping of tools and expensive 
supplies in these subjects ; such materials offer great tempta- 
tion to some men and boys. 

(10) Steam engineering. There is increasing demand 
on the part of engineers, machine operatives, janitors in 
apartment houses and school buildings, and others, for a 
greater knowledge of engine practice in order that they may 
secure higher grade licenses. Some of this instruction may 
be given in an ordinary class room, but the work will be 
far more effective and appeal more to men if it is supple- 
mented by practical work inside the building. Many large 
Association buildings have heating and power plants. At 
the expense of very little extra space — and to secure which 
special attention should be given to the architect — this plant 
may also be used for instruction purposes. To this end, 
there should be free space around the pumps, valves, hot 
water heaters and other parts of the plant. The boiler set- 
ting can be so placed that free access may be ofifered to all 
its parts. The electric lighting switchboard should also be 
arranged so that students can get practice in switchboard 
manipulation. This means that instead of building it into 
the wall it should. be set three feet away from the wall. At 
small expense two or three kinds of injectors could be made 
a part of the equipment, in order to show their workings. 
The vacant space in the engine room may well be large 




Practical Chemistry— Wilmington, Del. 




School in Poultry Raising— Houston, Tex. 




Educational Advertising in Street— Brockton, Mass. 



EQUIPMENT 137 

enough for a class of twenty seated in tablet chairs, the 
instructor explaining from a blackboard. 

(11) Other shop work. Some Associations are already 
conducting appropriate apprentice schools in machine, sheet 
metal, and other building trade lines, and this work will 
rapidly increase. Many leaders believe that the teaching 
of trades in general, either in day time or in the evening, 
or both, to employed boys as well as men, will soon be done 
extensively by the Association. If so space should be pro- 
vided for it. A number of Associations already have sepa- 
rate buildings for technical, trade, apprentice and other 
shop or laboratory work. The arrangement for such work 
will depend upon local conditions. 

d. Lighting and blackboards 

The lighting of all these rooms is exceedingly important. 
Diffused lighting by means of electric arc lights — one light 
for every 200 square feet, and not less than two in each 
room — seems to be the best for drawing and ordinary even- 
ing school work. Such lights are usually placed near the 
ceiling, both walls and ceilings being white. The source of 
the light is concealed by an opaque eighteen-inch bowl- 
shaped reflector, lined with opal glass. The next best light 
for drawing is a thirty-two candle power drop light over 
each ten square feet of drawing table. One of the best 
systems of diffused lighting is found at the Pratt Institute, 
and also at the New York Mechanics' Institute. 

From 10 to 20 running feet of blackboard 3.5 to 4 feet 
wide and 3 feet from the floor, should be built into the wall 
of each class room. In addition, one or more portable 
blackboards are necessary. Much of the furniture being 
portable, it can be adjusted or removed when the rooms 
are needed for other purposes. Doors from public corri- 
dors may well have a glass panel, thus admitting light into 



138 ASSOCIATION EDUCATIONAL WORK 

the corridors and reducing the need for opening the doors. 
Adequate toilet facilities on each floor are essential. 

9. Student's Equipment 

a. Text books 

Depending upon custom and local arrangements, each 
student will be expected to provide himself with material 
desirable for each class, educational club or society with 
which he becomes connected. The text books, paper and 
supplies of various kinds are usually found on sale in the 
building at about cost prices, including handling. The 
material for a course in bookkeeping, at from $2 to $4 per 
outfit, will usually be the most expensive for any commer- 
cial, language, or many of the science subjects pursued. 
In some of the industrial subjects, as drawing, in the labora- 
tory work of chemistry and electricity, and in the shop work 
subjects in wood and metal, the expense for equipment will 
be greater. 

b. Drawing paper 

Good drawing paper is essential. Many kinds are on the 
market. For mechanical and architectural drawing, paper 
like "Whatmans," "peerless," "egg-shell," "German," and 
other brands that will take both pencil and ink is most 
desirable. In freehand drawing, a rougher grained paper 
for pencil and carbon use is desirable. The sizes of paper 
recommended are: For elementary, 11x15 or 15x23 
inches; advanced 15x22 or 22x30 inches. All of these 
sizes are appropriate for practical purposes, and will trim 
and mount easily on the standard size cardboard for , 
exhibits. Each plate or drawing, for purpose of binding 
if desired, should have a margin of one and one-half inches 
on the left side. For many reasons it is desirable to have 
the students make blue prints of much of their work, espe- 
cially of the thesis drawings and exhibitable plates. 



STUDENT'S EQUIPMENT 139 

c. Drawing instruments 

Each student should own his drawing board (24x30 
inches in size) and instruments. These may be kept in the 
stationary drawing table made for the purpose, as in many 
Associations, or they may be locked with the boards and 
tools of all other students in a general locker or cabinet, 
as in a few places, or they may be cared for in other ways 
depending upon the local situation. It does not pay to buy 
a poor set of drawing instruments ; to obtain good value, 
from $3.50 up should be invested. Sets catalogued at less 
than $6 or $7 should not be purchased. A liberal discount 
from catalogue prices can usually be secured. 

10. Educational Budget 

a. Importance 

The annual educational budget of from twenty to forty 
per cent or more of the total annual current expenses of 
the local Association should be provided, being guaranteed 
or underwritten by the educational committee in connection 
with the finance committee of the Association, for the con- 
duct of appropriate educational facilities. The exact 
amount will vary with the place, and will be in proportion 
to the recognized and appreciated field for such eflfort, and 
the degree of educational interest developed. Such educa- 
tional budgets now range all the way from $100 in some 
of the very smallest Associations to over $70,000 in each 
of several of the larger ones. It is fully as important to 
make provision for such budget as it is to plan anything for 
the physical, the religious, or for the boys' work. It is 
equally important to anticipate the work of the year, to set 
a definite goal and plan for the conduct of such features 
as are needed, and establish a working basis with such 
accounts monthly, quarterly or annually, as is done in any 
well-organized business or other educational institution. 



140 ASSOCIATION EDUCATIONAL WORK 

In some Associations the salary of the educational secre- 
tary, or the amount spent for such educational supervision, 
is not included in the educational budget, but is provided 
from one and the same budget as the salaries of the other 
paid employees. Where the expense for supervision is a 
part of the educational budget, then a part of the member- 
ship fees paid by students, at least fifty per cent should be 
credited to the educational department account the same 
as the tuition fees, special contributions and educational 
endowment. All material, such as desks, furnishings, and 
other items for permanent equipment, is to be provided for 
outside the regular yearly educational budget for running 
expenses. 

b. The classified expenditures 

While no exact division of the budget for the various 
privileges can be made, yet the experiences of the aggre- 
gate Associations during recent years show the following 
divisions for such expenditures, together with both the 
range of per cents, and the average per cent of the total 
educational budget which each such division sustained for 
1911. 



Items 


Range 




Average 


Supervision 


From 10 to 


18% 


15% 


Educational advertising 


From S to 


18% 


12%, 


Reading room and library 


From 2 to 


12% 


5% 


Lectures and talks 


From 1 to 


10% 


3% 


Educational clubs 


From 1 to 


1% 


1% 


Class instruction 


From 20 to 


50%, 


30% 


Day work 


From 6 to 


25% 


12% 


Special schools, outside, sum 


mer, etc. From 8 to 


20% 


12% 


Miscellaneous 


From 1 to 


10% 


5% 


Repairs, maintenance 


From 2 to 


8% 


5% 


Total . 


From 56 to 172% 


100%, 



Nearly a million dollars is being spent during the present 
season (1912) in these items. Experience in the majority 



BUDGET 141 

of Associations shows the wisdom and economy of having 
all financial receipts and expenditures pass through the gen- 
eral financial office of the Association rather than being 
obliged to open a second financial office in the educational 
department. 

c. The sources of revenue 

With the growth and variety of the work much more 
care is necessary to cultivate a corresponding increased 
source of revenue to match the ever increasing expenditures. 

(1) If the expense for supervision is a part of the edu- 
cational budget then the first source of revenue that may 
be credited to the educational budget is a portion — about 
50 per cent — of the Association membership fees which are 
included in the money paid by students in addition to their 
tuition fees. The other 50 per cent of such membership 
fees should be credited to the general Association expense. 

Annual Income of Educational Endowment Funds 
Young Men's Christian Associations 
1890 $ 000 
1893 2,500 mmmmm^^m^^ 

1895 3,500 ^^Bi^^^^^^^^^H 

1898 4,207 ^^mm^^^^^^^mmam 

1900 4,950 ^■■■^^^^^^^^^^■^B 

1903 6,302 i«""""«^l^^^^^^^^^^ 

1906 6,722 ^^^^^^^^^^^^^^ai^^^H^ 

1009 9,686 ^^^^^i^^^m^mmmi^^^^^^^tmmi^mm^m^m 

1911 11,003 ^^^^^^^^maa^^^^^^^^mmm^^^^^^^^^m^^^ 

(2) Endowment. A few Associations have been pro- 
vided with endowment funds by friends, in varying amounts 
from $500 to $50,000 each, from which the educational 
budget derives a small income — a total of $11,690 in 1911. 
Experience proves that an endowment bringing an income 
of from fifteen to twenty per cent of the total educational 



142 ASSOCIATION EDUCATIONAL WORK 

budget is very necessary, to provide for good supervision, 
extend much work outside the building, and remove as much 
as possible the appearance of the commercial spirit. On the 
other hand, too large an endowment — one from which the 
annual income would be fifty per cent or more of the annual 
expense — would do more harm than to have no endowment. 
An Association leader can well encourage men and women 
to provide appropriate endowments. Families who have 
thus given feel that their investment is yielding double the 
returns in character and efficiency among the boys and men 
of the city than would have been the case if they had simi- 
larly endowed a college or university. 

(3) Receipts from club fees, admissions to lectures and 
a few practical talks. The total of such receipts will be 
small. See page 144. 

(4) Tuition fees from students in class work will form 
the largest single item of receipts. The best endowed edu- 
cational institutions charge tuition fees, not so much because 
they are needed to cover expenses, but experience shows 
the results in discipline, training and appreciation to the 
students to be far better under such practice. The superin- 
tendent of public evening schools in an eastern city recently 
said, "One thing that handicaps us most is the fact that we 
cannot charge tuition fees to encourage independence of 
students and to weed out the idle, the curious, and the in- 
different." In a number of the present evening technical 
high schools the charging of definite fees is beginning to be 
made because of its value in the appreciation of such work 
by the students. See pages 69-72. 

(5) For the most helpful development of men, of the 
Association, and especially of the community, experience 
shows that it is very desirable that there be an annual culti- 
vation of the community through the solicitation of sufficient 
voluntary contributions to provide the difference between 
the other receipts and the annual expenses. This supple- 



BUDGET 143 

mentary need in the educational department ranges from 
fifty per cent of the educational budget in some Associations 
down to almost nothing in others, in proportion as the local 
work has been developed. It is a far more healthy condi- 
tion to find an Association doing a large missionary educa- 
tional work, both in the building and out of it, whose re- 
ceipts lack from twenty to fifty per cent of meeting educa- 
tional expenses, than to find one with little or no missionary 
activities, but with tuition charges sufficient to carry all 
expenses. The latter Association is very liable to be con- 
sidered a select and rather self-centered club and not minis- 
tering to the elementary needs of large numbers of boys 
and men in the community. A non-missionary Association 
or educational department is either dead or dying of the 
dry rot of selfishness. 

(6) Sample small budget. If the net expense for periodi- 
cals in the reading room is $90, the annual appropriation 
for new books in the working library or study room $50, 
the provision for educational clubs, lectures and talks 
together $160, all teachers' salaries in class room $400, and 
all educational advertising $160 — the total budget without 
any special supervision is $860. If the income from endow- 
ment fund is $175, from tuition fees in classes and clubs 
$490, admissions to lectures and talks $75, the total receipts 
are $740. The amount necessary to be thus provided from 
voluntary subscriptions of friends, and of course to be 
underwritten or guaranteed in advance by the educational 
committee, is $120. 

(7) The following budget is from a good-sized Asso- 
ciation with an Educational Secretary and an assistant, 27 
teachers, and 907 students. 

The net amount which the educational department must 
provide from solicitation of funds or from the guarantee 
of the educational committee in cooperation with the finance 
committee is $1,203. 



144 



ASSOCIATION EDUCATIONAL WORK 



Expenses 

Supervision $3,100 

Reading Room and Library... 190 

Educational Lectures 760 

Practical Talks 90 

Educational Clubs 116 

Advertising (net cost) 8,.365 

Class Lecture Series 2,400 

Special Schools 1,900 

Boj's' Summer School 609 

Day School 2,600 

Teachers, other than above.... 2,980 
Miscellaneous— Repairs, etc. . . . 610 
Sale Student Supplies (net).... 34 
Extension outside Building .... 975 



Receipts 
Educational Lectures (admis- 
sion) $ 810 

Practical Talks 15 

Educational Clubs 86 

Class Lecture Series 2,980 

Special Schools 2,400 

Boys' Summer School 726 

Day School 3,450 

Tuition Fees Evening Class 

Work other than above 4,100 

Extension Work 879 

From Endowment 1,560 

From Volunteer Contributions 490 



Total Expense. 



.118,699 



Total Receipts $17,496 

Bal. needed for Expenses.! 1,203 

11. Records, Forms and Reports 

a. Importance 

No business firm, religious society or club creditably 
maintains the confidence of the public very long unless its 
books of record are well kept and able at all times to reveal 
the material and working condition of the organization. 
In a peculiar sense should this be true of the records of the 
educational work of the Association and each of its fea- 
tures. It is also of greatest importance that these records 
be permanently filed with the general records of the Asso- 
ciation so that in the change of officers and secretaries, the 
incoming officials will not be at a loss to discover the condi- 
tions and grasp the work without further delay. 

b. For the general features 

The records of the library should show the care and 
cataloguing of every book and be supplemented with a 
simple system of checking books drawn and returned. The 
list of periodicals, prices and how obtained will be carefully 
preserved annually. Appropriate simple methods of re- 
cording the nature and work of educational clubs are in 
use. A permanent record of those giving educational lec- 
tures and practical talks, together with the nature, finances 
and results of the same, should be carefully made and pre- 
served. See the Statistical Record, Association Press, New 
York, price $1.25. 




Printers' Apprentice School— Houston, Tex. 



"IL 


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m- 1 H 




Jm^ 


r^i flknH'fl^^^' 




w«. . ». 


^'^..L-^XI 


tor' 


JT ^ ^ 




"^V JH 


m 




' _ # 


I ^"^^^^^^T"^ 


Kr 


^'*. ^^' 



Textile Design— North Adams, Mass. 




Practical Forestry— Spokane, Wash. 



RECORDS AND REPORTS 145 

c. Class records 

Perhaps the more detailed records come in connection 
with class work. Some results of the class work can be 
measured and presented to the public only in so far as an 
accurate class record is kept by each individual teacher. 
The Revised Class Record, published by the Association 
Press, New York, price 10 cents, is in wide use for classes 
in both educational work and Bible study. We advise a 
careful study of a sample of such record on the adjoining 
page. 

(1) Carefulness in keeping the attendance in the class 
record book is necessary, and reflects one quality of a good 
teacher. Three cases of tardiness or leaving the class un- 
excused before the close of the hour constitutes one ab- 
sence. Unexcused absence for three sessions forfeits the 
student's place and he ceases to belong to the class. 

(2) Enrolment is the total number of different persons 
joining a class or attending three consecutive sessions. It 
increases with the entry of each new student throughout 
the term or year. It should be begun with the second or 
third meeting of the class. Note the example in Revised 
Class Record Book. 

(3) The average number belonging, less than enrolment 
and greater than the average attendance, is the number on 
which the cost of class work per capita is rightly based and 
on which the per cent of attendance is rightly computed. 
For each month or for the year, it equals the sum of the 
number belonging at each session during the month or year, 
divided by the number of class sessions in that month or 
year respectively. See Class Record Book. 

(4) The average attendance for a month or year is the 
total attendance of all sessions divided by the number of 
class sessions in that period. 

(5) The per cent of attendance is the measure of the 
students' improvement of their opportunities, and is found 













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RECORDS AND REPORTS 147 

for any month or year by dividing the average number 
belonging for the month or year by the average attendance 
for the same period. See Class Record Book. In the best 
Associations w^ith normal conditions the per cent of attend- 
ance for the year should range above 85. 

(6) At the close of the work of each term a report of 
attendance, number belonging, per cent of attendance, num- 
ber of lessons, etc., is made to the committee and board. 
Such a report at the end of the year together with many 
other items concerning all educational features is made to 
the State and International Committees, on special blanks 
furnished for the purpose. 

d. Occupations 

While the number of occupations represented by men 
and boys in various educational features of the Association 
is now over 200, and while there is no ironclad method of 
classifying these in groups, yet the experience of the best 
Associations has made use of the following: 

(1) Office men include those employed in office work, 
correspondence and bookkeeping, as shipping clerks, sten- 
ographers and other similar positions. 

(2) Salesmen and agents include those in wholesale and 
retail business houses who have to do with the care, han- 
dling and selling of goods. 

(3) Professional men include teachers, college-trained 
men and those of the various professions. 

(4) Mechanics include those employed in lines in which 
drawing is the foundation or language of execution — men 
in building and construction positions, as carpenters, 
machinists, plumbers and engineers. 

(5) General tradesmen include those in industries and 
trades not founded on the science of drawing, as printers, 
binders, bakers, porters, waiters and general laborers not 
definitely related to any other division. 



148 



ASSOCIATION EDUCATIONAL WORK 



yi/ltl le S" 10 t^rs of 4yc «•«<. over 






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and. Per. 



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The occupations of 29,600,000 males, as shown in the United States Govern- 
ment Census reports, are drawn to scale in the upper section of the diagram. 
The center section shows the one-half million members of the Associations 
as drawn from the various groups of men and boys in government occupa- 
tions. This is a careful estimate based on the actual classified membership 
of a number of Associations. For example, those in "Professional" occupa- 
tions form one-sixth of the Association membership but these are drawn 
from a field which is but one-twenty-fifth of the number of males shown by 
occupations. The Association has thus been far more attractive to the 
"Professional" group than to any other of the government classified groups 
of occupations. 

In educational class work about one-third of the 62,000 students at present 
are connected with manufacturing and mechanical pursuits, which body of 
males forms only one-sixth of our Association membership, and this group 
in turn is drawn from one-fifth of the males thus classified in the government 
division of occupations. The Commercial class, as we call it, is represented 
very largely in the division entitled "Trade and Transportation." While 
progress is being made in reaching and helping both the industrial and 
commercial groups of men and boys, but little progress is yet made m^meet- 
ing the special needs of those in "Domestic and Personal Service, and 
hardly a be!?inning is yet made among those classified in the group of occu- 
pations entitled "Agricultural," or among those in the group of "No Occu- 
pation." 



RECORDS AND REPORTS 149 

In many investigations, public reports and government 
records, the classification is — Agricultural and Mining, Pro- 
fessional, Domestic and Personal Service, Trade and Trans- 
portation, Manufacturing and Mechanical pursuits. This 
latter grouping is advised if any use or comparison with 
government statistics is made. 

Occupations of Men in Class Work 





1S93 


1902 


1911 


Office men 


23% 


20% 


17% 


Students 


U7o 


9% 


8% 


Clerks 


25% 


24% 


22% 


Mechanics 


24% 


2A% 


27% 


General tradesmen 


15% 


23% 


26% 




100% 


100% 


100% 



Total students .... 12,500 28,750 61,850 

To clearly understand this table, each per cent shown 
must be related directly to the total number of students for 
the year. Thus from the table it would appear that the 
number of office men, students and those in clerical posi- 
tions were steadily decreasing, whereas the reverse is true. 
The per cents are merely relative terms. For example : 23 
per cent of all the students in 1893 were office men. That 
is, there were 2,865 office men in class work, but 17 per cent 
of all students in 1911, or 10,514 were office men. 

As Associations have given more attention to meeting 
the daily needs of industrial workers, mechanics and general 
tradesmen, corresponding proportions of men thus aided 
in the Association educationally have steadily increased. 

e. Suggested enrolment and report cards 

The following are gathered from the successful expe- 
riences of a number of Associations. In each place the cir- 
cumstances will vary the use of such card system giving 



150 



ASSOCIATION EDUCATIONAL WORK 



classified information concerning students and others in 
different phases of educational effort : 

(1) An enrolment card is suggested as herewith : — 



/g/. 



Name Date 

Residence Occupation 

Business Address Nationality 

Membership: Active Associate Boys' Limited. 

Expires igr Interested i?t 

Tuition pees: Dr Cr 

Remarks: 



Age. 



Full. 




5 fi s 



c « 1. 1; 

S OTI^ 

wwow 



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■!2 MX! 

Boo 

K — *^ 
4> S lU 

OWCC 



(2) A simple application for club membership is as 
follows : — 



CLUB APPLICATION BLANK 

Date iqi Club fee receipt No 

/ hereby make application for admission to the 

Club of the Association, 

subject to the action of the Club's Executive Cotnmittee. 

Name Mail Address 

Nationality Age Occupation 

Association Membership No 

Dues paid Received by 



f. Summary 

To summarize in the matter of records and reports, the 
secretary will give attention to : 

(1) Card systems for enrolment and students' records 



RECORDS AND REPORTS 151 

which will show information by the term and also for the 
year. 

(2) Monthly attendance reports where desired for 
parents or employers. 

(3) Monthly report of salient items to the Association. 

(4) A study of students' occupations, nationality, age, 
subjects taught, and so on. 

(5) Annual reports for the fiscal year, and also to the 
State and International Committees. 

g. Office methods 

In most successful work the secretary will also give atten- 
tion to the following items in methods of conducting the 
educational office : 

(1) The necessity of the office as the official place to 
meet instructors, students, inquirers, keep the records and 
files, and administer the affairs of the educational depart- 
ment. 

(2) The equipment of the office will include appropriate 
desk, card files, letter files, record files, telephone, cases for 
books and students' supplies, cabinet for instructors, and 
other material. 

(3) The appropriate handling of inquiries, which are 
always more or less private, the same as a physical exami- 
nation only often more personal ; the effective service of the 
educational secretary as a counselor, adviser and friend, is 
of more real value than that of giving mere information to- 
the students. 

(4) The handling of enrolments either with or without 
conferences ; the general transaction of business and the 
handling of money to be at the general office rather tham 
the educational ; private arrangements, as to notes, install- 
ments and so on. 

(5) Mailing list of names of persons taken at the general 
reception desk ; and also of all inquiries at the educational 



152 ASSOCIATION EDUCATIONAL WORK 

office ; mailing lists furnished by students ; names of persons 
gathered at talks and lectures ; the use of follow-up systems 
and so on. 



12. Chronological 

The following items are given attention during the year 
at the times indicated by the most successful organizations: 

a. July and August 

A card, letter, leaflet or circular should reach not only 
each member, but also each young man in the city. This 
should call attention to the educational features in opera- 
tion during the summer, such as the boys' summer school, 
the camp school, vacation plans, talks, etc., and emphasize 
the necessity of the men planning early for their connection 
with one or more of the features in the fall. This printed 
matter should be definitely informing and helpfully con- 
vincing. One or more meetings of the educational com- 
mittee should be held. Plans for the general features all 
to be made, printed matter to be settled upon and issued if 
possible before September 1. 

b. September 

This is the key month of the year. In it and continued 
through October should be a most vigorous educational 
canvass and solicitation of young men. The annual pros- 
pectus, with detailed plans for classes, clubs, lectures, etc. ; 
leaflets, cards, posters, letters — all issued and in the hands 
of young men by September 15-20 if possible. See "Adver- 
tising," page 123. Noon shop meetings with cooperation of 
employers and foremen arranged for, and the systematic 
distribution of printed matter. Study of the field. System- 
atic study of plants and factories by committee, secretary 
and others. Conference with foremen and employers. 







BB| 






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Ai'i'LiED Electricity— TwEN'TV-i'HiRD Street Branch, Xew York Citv 




Automobile School— Milwaukee, Wis. 




Commercial Art and Desigm— Dayton, O. 



CHRONOLOGICAL 153 

Committee meetings weekly or oftener. Educational 
Sunday the third or fourth Sunday in September. Recep- 
tion to young men of the city during the third or fourth 
week. Daily conference with inquiring students. Joint 
meetings of committee, teachers and leaders — very impor- 
tant. Educational rally or opening exercises, last week of 
the month. Portable exhibits in factories and store win- 
dows, with daily explanations if possible. 

c. October, November 

Special care if necessary to foster and preserve the in- 
terest kindled in September. One way to do this is for each 
committeeman to visit each educational club or class at least 
bi-weekly, give hearty words of encouragement to men and 
teachers, and thus show his own continued interest. Suc- 
cess of the year's work depends on this important personal 
service through the fall and winter months. 

Exhibits in factories continued. Committee meetings 
monthly or at call of chairman. Teachers' meetings if there 
are four or more teachers. Items showing progress of the 
work in newspapers at least weekly, and occasional circu- 
lars or leaflets issued. Study of the field continued. 

d. December 

New plans, some new features and classes for the winter 
term matured and advertised by leaflet and in daily press. 
Committee meetings. Written reviews and examinations. 
While some subjects will continue till April, perhaps a few 
short courses will close with the fall term. Joint meetings 
of teachers, club leaders, and committee during the holidays. 

e. The holidays 

If any break is made it should be as short as possible. 
It will be much easier to conduct a few classes from Decem- 
ber 26 to January 3 than from December 16 to 24. Many 



154 ASSOCIATION EDUCATIONAL WORK 

young men have no home or other opportunity for holiday 
pleasures aside from those obtained in the Association. 

A social, entertainment, trip, sleigh ride, or skating party, 
for the students as a whole, or for different classes or clubs 
as is expedient, and managed by the men themselves, is 
very profitable. Utilize all opportunities to develop class 
spirit. Advertise winter term. Begin class work as soon 
as possible. 

f. January, February 

Committee meetings monthly or at the call of the chair- 
man. Quiet but thorough and systematic study of the local 
educational problems and the field for extension of work. 
Teachers' meeting. Continued encouragement of students 
and teachers by frequent personal visits of committeemen 
and officers. Keep the general public and the young men 
posted on the progress of the work and the plans for the 
future. Use the press and occasional letters, cards and 
leaflets. 

g. March 

The same interest and work of committee, officers and 
teachers to be encouraged and continued. Determine upon 
and advertise plans for spring term, summer school, clubs, 
reading courses, talks and other features. Joint meetings 
of teachers, leaders and committee. Encourage plans to 
participate in the International examinations. Important 
to act upon — what clubs, class subjects to drop, which to 
retain, what new ones to add, and the same as concerns the 
leaders and teachers. This gives facts to begin to advertise 
work of spring, summer and fall. 

h. April 

Annual International and local examinations first week. 
Spring term opens April 1-10 for ten or twelve weeks. 



CHRONOLOGICAL 155 

Advertise spring and summer terms, other features, and 
general plans for coming season. More study of the field, 
its problems, the needs of men in all leading occupations 
and the features to best meet such needs. Many different 
accounts of the year's work in the daily press. 

i. May, June 

Continued work of the committee and officers, improving, 
extending and advertising plans. Parlor conferences of 
business men quarterly through the year will prove val- 
uable. One conference may involve the foreman of a single 
large industry, or a number of allied industries, as the iron 
and steel manufacturers of a city; another may similarly 
involve all engaged in transportation ; another those in 
finance, banks, and trust companies. Determine upon and 
advertise the boys' summer school to be held in July and 
August, the camp school, agricultural clubs, vacation plans, 
trips and other activities. 

13. The Educatograph 

The diagram on an adjoining page is to aid in a compara- 
tive study of Association educational work. Its only motive 
is to be suggestive and helpful, not critical, as local condi- 
tions materially influence results. It concerns the total 
membership and annual current expenses, and shows rela- 
tively the features of encouraging growth as well as those 
needing increased effort. It has been used successfully for 
a number of years. 

It is based on the following goal of 100 per cent — line 
A A — in each of seven items, for the Associations as a 
whole, as well as for the average field. 

1. Library books drawn per 1,000 members per year, 
3,000. 

2. Lectures and talks, per 1,000 members per year, 15. 



156 



ASSOCIATION EDUCATIONAL WORK 



3. Educational club members, per 1,000 members, 60. 

4. Students in class work, per 1,000 members per year, 
200. 

5. Budget, proportion of total annual current expenses, 
15 per cent. 

6. Tuition fees, average per student per year, $6. 

7. International certificates, per 100 students per year, 5. 



Educatograph 



Books Lec-runc& Club Stuocnts Expense TyrrioN Fxaka. 

DRAWN %-TnKS MiHABERS Kr looe 'ii of /FEtS CERTIF3 

PeriwoM. f'«Hiioo«n. PtTieotM IMmluti Cun.Exp/ftrfli^STU. f*r»*>4Tit 




EDUCATOGRAPH 157 

The line B B shows the average per cent of the goal 
reached by all city, town, railroad and colored Associations. 
The line C C similarly shows the average reached by all 
Associations employing special educational supervision. 
The line D D shows the record of all Associations without 
special supervision. Thus an Association of about 325 mem- 
bers would stand at 100 per cent in columns 1, 2, 3, 4, 6, 
etc., respectively, if it reported about 1,000 library books 
drawn per year, five lectures and talks, 20 club members, 
65 students in class work, and $390 tuition receipts ; Asso- 
ciations of other sizes in similar proportion. 

Amount Spent for Advertising Association Educational Work 
1893 $ 500 ■ 

1900 9,357 
1904 20,217 
1908 44,770 



1910 68,921 i^^wnim Mw i wnina B ii i wwTJH ! 

1911 83,919 ^^a^a^mme^^m 



High Schools — Public and Private — Compared 

Stated in Terms of Per Cent of All High Schools 

Black line — Public High Schools — number, teachers and students. 
Gray line — Private High Schools — number, teachers and students. 



Illllllllllllillllllillilllllllllllllililllllllllillilllllillllllllllllllllllll 



1890 


60% 
40% 


1895 


68% 
32% 


1900 


75% 
25% 


1905 


82% 
18% 


1908 


87% 
13% 


1911 


85% 
15% 



VI. AMONG DIFFERENT GROUPS 
1. City Men and Boys 

Among the males in American cities — though human 
nature there is the same as among men in railroad service, 
in the army and navy, or elsewhere — the best results in 
educational work are found where certain appropriate 
characteristics and city ear-marks are observed. Such work 
must be peculiarly adapted to city customs and conditions, 
partake of those qualities which in a peculiar manner chal- 
lenge the attention and interest of city men and boys. 

The methods and equipment will be somewhat similar to 
the existing successful efforts to meet city educational needs, 
by the public schools, but will be even more adaptable and 
flexible as to times, places, conditions, and will place much 
more emphasis on individual instruction, on manhood build- 
ing and efficient, direct preparation for life work. 

As more than three-fourths of all the Association edu- 
cational work at present is done among city men and boys, 
the larger part of the principles, methods, experiences and 
suggestions of this book are specially adapted to meeting 
the needs of this body of men. All varieties of educational 
privileges, at all hours of the day or night, adapted to all 
city conditions, in or outside the building, are feasible. 

2. Among Railroad Men 

a. Its importance 

Educational facilities for railroad men and boys have 
proved to be not only a necessary, but a very helpful part 
of the regular work of the railroad Association. 



AMONG RAILROAD MEN 159 

b. Its objective 

The object of an educational program is to broaden and 
mentally develop railroad men and boys, and to increase 
their efficiency, thus fitting them for more useful service 
both in their business and in social relations. 

c. Its features 

(1) The information of the reading room with its stand- 
ard periodicals and railroad technical journals. 

(2) The inspiration of the library, both circulating and 
reference. 

(3) The stimulation of lectures and practical or technical 
talks. 

(4) The cooperation of educational clubs. 

(5) The instruction and training in class work under 
competent teachers. 

(6) Individual instruction or home study under personal 
leadership, 

d. Its local committee 

Experience shows that in places where best service is ren- 
dered, a committee composed of three or five practical men 
is in charge. With the general secretary and educational 
secretary, this committee studies local conditions, discovers 
opportunities, matures plans and conducts such features as 
will best meet the needs. 

e. Its supervision 

While the general secretary, in proportion to his ability 
and interest, will continue to promote educational features 
in all places, yet the great opportunity to help railroad men 
makes it increasingly necessary to provide in each of the 
larger Associations an experienced man, for his entire time 
if possible, as educational secretary to supplement the local 



160 ASSOCIATION EDUCATIONAL WORK 

committee and general secretary. Such a man is already- 
employed in several places. Whatever such good super- 
vision costs it is more expensive in the end to do without it. 
On each railroad system there may well be provided similar 
general educational supervision. In this way best results 
for the system as well as for the men and the Associations 
will be realized. 

f. Its plaji and program 

The right study of the local conditions and discovery of 
special needs, differing in each Association, will lead to a 
definite plan to meet the peculiar conditions. Such a plan 
or working schedule will usually include a more efficient 
use of the reading room and library, the conduct of prac- 
tical and technical talks, one or more groups or clubs, and 
some personal instruction in classes or given individually. 
Any such service may be conducted during any month of 
the year, wherever there are needs to be met and men to 
meet them. At present the largest part of this work is done 
between September and May, but there is no reason why 
these features should not run through the summer. Any 
plan or program, small or large, should be matured at least 
from one to three months before it is set in operation, in 
order to give proper time for advertising. 

g. Its advertising 

Good advertising pays. Poor advertising is often worse 
than none. As soon as plans are made, tell about them in 
the most approved and successful manner. The following 
means have been used with much profit : Attractive posters 
at central points ; a brief but striking prospectus stating the 
plans, privileges, prices, dates ; leaflets giving results of 
past year's work; lantern slides showing men in different 
classes and in other educational features of the Association, 
also slides showing the value of an education and of such 




Laboratory Work in Chemistry— Portland, Ore. 





< -; _; 








Wt|^ 



Structural Engineering and Design— West Side Branch, New York City 




Lackawanna Railroad Apprentice School— Under Association Supervision, 
One of Three Schools on the System, Scranton, Pa. 



AMONG RAILROAD MEN 161 

privileges in general ; noon shop gatherings with use of the 
lantern; personal visitation by men who have profitably 
taken advantage of such work; a window display of the 
work of students; the use of the lantern across the main 
street ; a talk by, or the endorsement of, some railroad offi- 
cial, such as the superintendent or the master mechanic. 
These and other forms of advertising naturally growing out 
of local conditions are being used with success. 

h. Its finances 

Good educational work costs money as well as time and 
effort, but it is found to be one of the best investments 
railroad Associations can make. When properly conducted 
it not only brings results but also helps to carry a large part 
of its own budget. Where best work is done the board of 
directors generally appropriates an educational budget which 
includes such items as supervision, advertising, periodicals 
for the reading room, conduct of the library, lectures and 
talks, clubs, class work, individual instruction and promo- 
tion of home study. Such a budget varies from ten per 
cent to twenty-five per cent or more of the entire Association 
budget. 

The receipts from club fees, tuition fees for classes or 
for individual instruction, and admission fees to a few of 
the lectures, should be such as to cover nearly or quite all 
of the running expenses of these features. The other budget 
items are provided from the general fund of membership 
fees, public contributions or endowments. 

Each man interested in promoting this work among rail- 
road men will become familiar with "Education and Rail- 
road Men," and the "Railroad Association Handbook," 
both books issued by Association Press. The International 
Committee is giving attention to promoting appropriate 
features for railroad men through a trained railroad edu- 
cational secretary. 



162 ASSOCIATION EDUCATIONAL WORK 



Annual Cost of Association Work — All Departments, 
Per Capita of Population 
1871 $ .006 ^m 

1876 .007 mam 

1881 .008 1^^ 
1886 .018 



1891 .034 ■ 
1896 .037 ■ 



1901 .043 

1906 .055 

1909 .078 

1911 .104 



3. Rural Work 



a. Object 



The Associations in this department seek to helpfully 
influence the religious, educational, physical and social 
phases of rural community life among men and boys ; to 
increase vocational and social efficiency, and helpfully re- 
direct the agencies for promoting the welfare of country life. 

Best results are seen in proportion as Christian men are 
led to appreciate the value of Christian stewardship in culti- 
vating and using the rich resources of Mother Earth. 

However good the country school, the fact remains that 
70 per cent of the boys in the country quit school before 
they are 14 years old; only 15 per cent go to secondary 
schools and 2 per cent to college. Thus in these days of 
scientific farming, careful business management in agri- 
culture, conservation of natural resources, redirection of 
personal and social ideas, one may easily see the need of 
supplemental educational facilities which the Association in 
the small towns and rural fields seeks to provide. 



RURAL MEN AND BOYS 163 

b. Variety of work 

Throughout the system of organization peculiar to Asso- 
ciation work in these fields may be distinguished at least 
four different types of supplemental educational effort: 

(1) Culture facilities. 

(2) Recreational and play education. 

(3) Special vocational training frequently not otherwise 
provided for in rural communities and small towns. 

(4) Character building. 

c. Group program 

In a season's work of a club or group of boys or men 
under proper leadership, one-fourth of the time may legiti- 
mately be given to educational work in some form or other 
as follows: 

(1) Practical talks. Such men as the postmaster, busi- 
ness man, successful farmer, railroad ticket agent, telegraph 
operator, banker, physician, blacksmith or druggist may 
each be secured to talk about his own work in a profitable 
manner. An especially good speaker can be used at several 
different points. 

(2) Current events. The intelligent discussion of news 
of the week is always profitable. 

(3) Debates. There is room for argument on almost any 
subject and the training men secure in expressing their ideas 
is invaluable. 

(4) Literary work. Music, recitation, dialogues and 
similar features may be made attractive. 

(5) Reading course. Small groups may be led to pursue 
a definite course of systematic reading during the year. 
Often sets of good books may be purchased at club rates, 
or loaned from circulating libraries. 

(6) Educational plays or dramas. One or more good 
plays may be successfully studied during the season and 



164 ASSOCIATION EDUCATIONAL WORK 

rendered publicly. Such work is stimulating and may be 
made very profitable. 

(7) Civic improvement. A group should always be en- 
couraged to do a definite piece of service in its community 
in behalf of social welfare. 

(8) Class work. Frequently members of the group are 
deficient in schooling or are interested in a subject in which 
they would like to secure definite instruction. Definite class 
work may be provided with tuition charges to pay the cost 
of instruction. 

(9) Tours and trips. Many of the above-named fea- 
tures may be very profitably supplemented by definitely 
planned visits to points of local interest or to neighboring 
cities. 

d. Community program 

Either through organized Association groups, in coopera- 
tion with individuals, or with existing organizations, Asso- 
ciations may render some of the following forms of service 
on a community basis: 

(1) Through school talks, encouraging boys to remain in 
school by showing them the value of an education, a very 
serious evil may be partially avoided. This is better than 
a later attempt to cure the evil. 

(2) Local institutes. Short term institutes, of one or 
two days or more, in agriculture, horticulture, stock breed- 
ing, and dairying may be arranged in cooperation with local 
bodies and with institutions, such as state agricultural 
colleges. 

(3) Lecture courses. Either a local group can be en- 
couraged to provide a profitable lecture course in its com- 
munity or the Association may definitely promote the plan. 
Talent from state universities, lecture bureaus, etc., may be 
secured. The total expenses for the lecture course may be 
defrayed by small fees. 



RURAL MEN AND BOYS 165 

(4) Extension clubs. Through cooperation with pubHc 
schools or alone the Association may promote work in gar- 
dening, corn growing, poultry raising and the like. 

(5) Exhibits and fairs. Well set up features such as 
these will attract attention, arouse interest and produce 
good results. Such fairs are especially attractive to boys, 
who may be encouraged to exhibit agricultural and garden 
products, and other results of their own handiwork. Small 
fees will defray expenses. 

(6) Class work. Often there is an opportunity for the 
organization of class work in some subject, and small fees 
will practically cover the expense. 

(7) Libraries and reading circles. Efforts in this direc- 
tion may be increased in efficiency and interest by special 
encouragement of the Association. Large use may be made 
of the regular bulletins of the United States Agricultural 
Department, a state agricultural college and experiment 
station, also state boards of health. This work does not 
need to be under Association auspices but may have its 
support and occasional assistance. 

(8) Home study. Much study can and should be done 
at home, and the Association may well encourage it. Exten- 
sion home study courses provided by state universities may 
be promoted with good results and as much stimulus and 
assistance rendered as possible. 

(9) Public schools. More definite knowledge and inter- 
est on the part of parents in the public school is one of our 
greatest educational needs today. By cooperating in various 
ways communities and individuals may be encouraged to 
increase their support of and their interest and confidence in 
the school system. 

(10) Public amusements. Without direction or purpose, 
amusements often become degenerating instead of elevating. 
So much of life-training may be found through play and 
through various forms of recreation that the Associations 



166 ASSOCIATION F.DUCATIONAL WORK 

find it increasingly important to give attention to the play 
and recreational life of the communities it seeks to serve. 

No individual may attempt all that has been suggested, 
but many Associations in organized counties have success- 
fully conducted one or more of these features. The oppor- 
tunities of educational work of a character building nature 
are exceedingly large in small communities where adequate 
facilities are relatively meager. Through an awakening 
interest due to modern means of communication there is an 
increasing field of service. 

4. Among Soldters and Sailors 

The importance of educational work in the Army and 
Navy may be realized when it is remembered that during 
their enlistment many of the men wish to utilize their spare 
time in preparing, first, for appropriate prom,otion in army 
and navy positions, and second, for entering business posi- 
tions of various kinds upon their return to civil life. At 
those army posts and navy stations where it has been pos- 
sible for men to take advantage of any systematic educa- 
tional training, the results have shown that many are eager 
to profit by such opportunities. 

Among the enlisted men in both wings of the govern- 
ment's defenders, practical talks have been given by expe- 
rienced men from various walks of life. These have stimu- 
lated a helpful desire for the best things. The subjects 
have included: Habits of Study, Personal Problems, Current 
Topics, Personal Hygiene, Choosing a Career. 

Educational clubs to an increasing degree are being organ- 
ized and conducted by the enlisted men. They have debates, 
stereopticon lectures, literary meetings, book reviews, and 
so on. 

Tours and educational trips conducted under competent 
leadership have been made to local places of interest when 



SOLDIERS AND SAILORS 167 

the "blue jackets" were on shore leave or when the soldiers 
had opportunity. Such trips have included visits to 
museums, newspaper plants, public buildings, historical land- 
marks and the like. 

An increasing number of stereopticon lectures is being 
given on battleships, at naval stations, army posts, and 
Association buildings. These include travel talks, historical 
subjects, great books illustrated, government, trades and 
professions, biographies, and so on. 

Libraries and study rooms in Associations at army posts 
and naval stations afford splendid facilities for men pur- 
suing educational work and who are anxious to make use 
of the world's best books. Friends of these young men 
have made large libraries accessible to them. Traveling 
libraries supply books to the men on the ships at sea, in the 
Philippines, on the frontier and wherever enlisted men are 
obliged to remain for months away from the homeland privi- 
leges. 

Reading courses are promoted through calling special 
attention to books of marked interest. The reading habit 
is thus stimulated and desires are awakened for good litera- 
ture. Examinations may be taken where desired and certi- 
ficates granted for those who pass. 

Class instruction is the basis of all good educational work. 
At the various naval Association buildings and army posts 
class work privileges are found in English, arithmetic, 
geography, history, languages, mathematics, electricity, 
mechanical drawing, and other subjects. Appropriate sub- 
jects for increased rating in the navy include those for the 
yeoman, electrician, machinist, carpenter and others. 

Through home study promoted by the University of Wis- 
consin, or any similar state or philanthropic institution, the 
men of both the army and navy may secure at reasonable 
expense and under appropriate Association auspices much 
practical help. 



168 ASSOCIATION IIDVCATIONAL WORK 

On account of the very nature and life of the soldier and 
sailor it is necessary to conduct appropriate facilities in 
adaptable manner and at opportune times of day, year and 
place to meet the situation ; and it is expected these will 
differ considerably from those of other Associations, insti- 
tutes, or public schools. The men who are liable to be 
shifted from place to place are slow to tie themselves down 
to systematic local work which they may be oblijjjcd soon to 
discontinue. While this is felt in the army it is still more 
evident in the navy. In spite of these conditions increasing 
attention is being given to meeting special needs wherever 
discovered. Some local encouragement and supervision is 
already being given at a few posts and in a few naval st.li- 
tions. In view of the increasing importance of appropriate 
and adapted educational facilities for enlisted men in both 
the army and navy, and in view of the value of trained local 
supervision and what has already been accomplished through 
the service of local educational secretaries, it would seem 
clear that valuable results could often be accomplished if a 
trained man were located on each battleship and at each 
naval station and army post to give personal guidance and 
intelligent promotive elTort to all needed educational fea- 
tures. The International Committee through a si)ccial sec- 
retary is giving attention to the problems of v(X-ational 
training for enlisted men. 

5. Indhstki.xl Workers 

a. Type of work 

The varieties of educational work suitable to the needs 
of men and boys in industrial fields are not unlike those 
provided among other groups. The object and character 
of work, however, may be dilTerent, depending upon the 
particular needs and conditions of the several places of 
clTort. Those educational privileges are most successful 




Graduates of Educational Institutk, lidl — Sii.\t:i< Bay, N. Y. 




MiEkAKY Society— West Side Branch, New York City 




Educational Institute—Silver Bay, N. Y., 1911 



INDUSTRIAL WORKERS 



169 



which relate directly or indirectly to the working and 
recreative life of the individual and community. Conse- 
quently, the Association as a supplemental agency, seeks to : 

(1) Provide or encourage those facilities that will better 
fit the man or boy for his daily work. 

(2) Encourage or provide the means by which, during 
his leisure hours, he may secure that stimulation, training 
and development which will make him a better man, a 
nobler citizen, a more responsible home maker and a more 
effective worker. 

(3) Help the man and boy to escape those influences 
which distinctly undermine physical vitality, weaken pro- 
ductive efficiency, destroy character, and injure good citizen- 
ship. 

The increased demands in industry require more and 
more special technical training and skill. The Association 
tries to help provide the necessary facilities. On the other 
hand the pressure and requirements make the proper use 
of the industrial worker's spare time a vital matter. 



lYittle. V\/aqe.-eefrne.Ys 



^^^\\\\\\\\ \\\\\ ^ \ \ v \ \ \ \ 



ffitJu-ttrta. L ►Voy/fc*!- J 73 % 



Qssoc t.a.fto>v ^fc>vt.i>ev.sAt/o 









v\\\\x\\\N\\\\\\\\\\\\\ WW 



From Dr. Peter Roberts of the Industrial Department of the International 
Committee we learn that from the 27 per cent of the male wage-earners which 
are largely considered as commercial and professional, 78 per cent of the 
Association membership is drawn ; while from the IZ per cent representing 
the other occupations including all industrial workers, only 22 per cent of 
the Association membership is secured. This shows the opportunity and 
responsibility of the Associations toward the great mass of industrial workers 
who are as yet not helpfully influenced in large numbers by such Christian 
organizations. 



170 ASSOCIATION EDUCATIONAL WORK 

b. Methods and features 

Avoiding the paternal and adopting the fraternal method, 
the Associations in industrial fields have successfully pro- 
moted the following forms of work: 

(1) Lectures and talks, within or outside the Association 
building, on industry, civics, hygiene, geography, art, applied 
science, engineering and many other topics. 

(2) Clubs whose programs are varied according to the 
character and desire of the membership. 

(3) Class and home study, emphasizing the peculiar in- 
dustrial and vocational needs of the men and boys served. 

(4) English for non-English speaking men and boys, 
who are so numerous in all industrial occupations. 

(5) Exhibits and demonstrations of things affecting the 
lives of industrial workers, such as labor-saving and life- 
saving devices, housing conditions, first aid, tuberculosis, 
general health and sanitation, and industrial processes. 

(6) Thrift, through cashing pay checks, depositing 
money, providing talks, conducting investigations and en- 
couraging saving habits and the use of various devices for 
thrift and economy. 

(7) Apprentice schools for the supplementary training 
of apprentices independently and in cooperation with local 
employers. 

(8) Suitable reading and self -culture facilities through 
iibrcries, reading rooms and reading courses. 

Any activity promoted in behalf of community or indi- 
vidual welfare in industrial communities may and should 
have an educational element. The discovery of needs and 
ways of meeting those needs naturally determines the variety 
and scope of work. An Association should seek to serve 
all classes or groups of men and boys in its community 
regardless of its membership. An increasing desire to more 
effectively serve the large numbers of industrial workers 



COLORED MEN AND BOYS 171 

found throughout the nation will find its best expression in 
the promotion and conduct of those facilities which permit 
the worker to increase his efficiency and raise his standard 
of living. 

6. Colored Men and Boys 

a. Needs 

The future of the colored man in America will depend 
largely upon his economic, social, intellectual and physical 
efficiency. Of these his economic efficiency is fundamental 
and depends upon his ability as a productive worker. For 
this reason adequate adapted vocational or industrial train- 
ing is one of his greatest needs. Through lack of facilities, 
proper support and often of inclination on the part of the 
negro himself, it has been more or less difficult in the past 
to provide fully for his needs. Through either public or 
private channels, however, vigorous steps must be taken to 
preserve the integrity of this portion of American citizen- 
ship. 

b. Methods 

Following the guidance and advice of both colored and 
white leaders various Associations have conducted classes, 
clubs and other features found most suitable to help train 
the colored man and boy to become a more efficient and 
better-paid worker. Greater interest has been attached in 
the past to those features of a semi-vocational and cultural 
nature, such as history, literature, music and grammar. 
However good this may be. Associations will find larger 
fields of opportunity in providing instruction in subjects 
more strictly vocational, such as sign painting, carpentry, 
janitor service or care taking of buildings, agriculture, ani- 
mal husbandry, blacksmithing, bricklaying, stationary engi- 
neering, cooking, boiler firing, arts and crafts and printing. 
These subjects fit in with the daily life of the working man. 



172 ASSOCIATION EDUCATIONAL WORK 

To them may be added supplementary subjects, such as pen- 
manship, arithmetic, drawing, bookkeeping, commercial law, 
English, civics, etc. Special subjects, such as first aid, per- 
sonal and domestic hygiene, thrift, music, art, and literature 
also render effective service. The so-called "bread and 
butter" subjects are fundamental in importance with this 
group of men and boys ; while these may be supplemented 
by many cultural subjects, colored Associations will wisely 
magnify the importance of the man's daily task and the 
value of special training, and make provision for the neces- 
sary facilities. 

The features and methods applicable in educational work 
among colored men and boys are similar to those used in 
other Association fields varied only according to the peculiar 
needs and conditions which obtain w-ithin this group. Still 
the educational needs of the colored man and boy, through 
lack of schooling and social status, are much greater than 
those of the man and boy of the white race. Great oppor- 
tunities for real and lasting service are before the colored 
Associations that desire to extend the range of their work, 
increase their service and secure even larger results than in 
the past. 

7. Extension Work — Outside the Building 

a. Principles 

A careful study of the field reveals the kind and amount 
of educational work which can be done outside as well as 
within the building. The Association seeks to most effec- 
tively meet local needs whatever they may be. The time 
has passed when an Association is satisfied to limit its activi- 
ties to its own membership or within the walls of its own 
building. Association buildings will be increasingly used 
as inspiration and training centers for service among those 
outside the membership. 



OUTSIDE THE BUILDING 173 

A careful study of the field is as fundamental to work 
outside as to work in the building. Only through a full 
knowledge of needs and conditions in a community can one 
hope to serve it best. As in the case of boys' work, service 
should be rendered in proportion to needs rather than 
according to payment for service. For the Association to 
grow in the practice of the fundamental tenets of Christian 
brotherhood, it must endeavor to minister to the needs, not 
only of a limited membership, but also of large numbers in 
its community who are otherwise denied many of the privi- 
leges and opportunities enjoyed by the more fortunate. 

b. Reasons for extension work 

The Associations most successful in this type of work 
give the following reasons for undertaking it : 

(1) To provide needed service for men and boys not 
already enjoying Association privileges. 

(2) To secure closer adaptation of privileges to meet 
actual needs. 

(3) To fit an Association program to meet industrial 
and business hours and working conditions. 

(4) To serve men and boys who will appreciate but not 
seek help. 

(5) To create demand for more thorough effort within 
the Association or elsewhere. 

(6) To obtain a sympathetic touch with men whom the 
Association wishes to reach. 

(7) To encourage a desirable, cooperative spirit among 
the beneficiaries of this work by sharing with them the 
responsibility for its conduct. 

(8) To encourage a helpful cooperative spirit between 
employers and employees. 

(9) To relate the Association to actual business and in- 
dustrial conditions. 



174 ASSOCIATION EDUCATIONAL WORK 

(10) To encourage rather than discourage a desirable 
feehng of social solidarity in the industrial and business 
world. 

(11) To demonstrate the desire of the Association to 
serve all men and boys of the community irrespective of 
race, and of political, religious, economic or social creed. 

(12) To provide opportunities whereby men and older 
boys who are willing may serve their fellows. 

c. Administration and supervision 

Extension work is not limited to educational features, 
for effort outside the Association building may be con- 
ducted by any or all departments. Therefore, it is impor- 
tant for every department within the Association to cooper- 
ate closely in organizing, promoting and conducting this 
work. This is particularly important, for supervision of 
activities outside the Association building is more difficult 
than the supervision of those within. For those features 
and activities, entirely educational, the educational depart- 
ment with its committee and secretaries is chiefly and 
directly responsible. 

Frequently a subcommittee of the general educational 
committee has a special relation to extension work and often 
an advisory committee also renders valuable service. Much 
dependence for the actual conduct of the work must be 
placed upon voluntary help from committeemen, speakers, 
club leaders, teachers and others, thus intensifying the ele- 
ments of service which should pervade this kind of work. 

d. Features 

Among the various features of extension work are : 

(1) Lectures and talks in shops, business houses, ship- 
ping rooms, school buildings, at engineering and building 
projects, in factories, club houses, churches and social cen- 
ters ; at any time of the day or night, to men and women. 



OUTSIDE THE BUILDING 175 

boys and girls, native or foreign-born. Preferably the 
audiences, however, are men and boys. Discussions may 
pertain to any and all subjects, relating to daily occupations, 
and personal, home or civic life. 

(2) Clubs, combining helpful play, recreation, stimulus 
and education of any character wherever a group of men 
or boys can be gathered. 

(3) Class, club or group instruction in any subject, such 
as English for non-English speaking men and boys, first 
aid to the injured, hygiene, history, civics, arithmetic, writ- 
ing or any subject for which there is demand. 

These are the three main lines of extension work, though 
other forms, such as home study, educational tours and 
trips, certain features of camp life and agricultural experi- 
ments may also be classified under this general division. 
Many of the forms of effort suggested in the section on 
Social Service are applicable in work outside the building. 

8. English for Coming Americans 

America seems to be the melting pot for all nations of 
the world, but unless it really succeeds in melting, fusing 
and creating a more or less harmonized constituency — a 
Christian American nation— the chaotic mixture may destroy 
the melting pot. In increasing numbers — 1,300,000 in one 
year — people are coming to our shores from other nations. 
Years ago such immigration was largely English, Irish, 
German and Scandinavian- — wholesome, earnest, faithful 
citizens and nation builders. Of late years, however, that 
kind of immigration has almost entirely ceased, and in its 
place masses of suspicious, clannish people from southern 
and southeastern Europe have swarmed to our already con- 
gested cities, and in sections of them have built their own 
increasing number of foreignized city centers. 



176 ASSOCIATION EDUCATIONAL WORK 

This means the supplanting of American ideals by lower 
European ideals in many of our cities. They are ignorant 
of our language and of our laws and customs; many of 
them are obliged to live in overcrowded tenements and under 
most unsanitary conditions. It is not a question of whether 
we want them or not. They are here and their numbers are 
increasing. Their families are large and they are to be the 
American citizens of the future. Unless we can assimilate, 
develop, train and make good citizens out of them, they are 
certain to make ignorant, suspicious and un-Americanized 
citizens out of us. Unless we Americanize them they will 
foreignize us. 

On the other hand, every one of these boys and men has 
a soul to save, a life to live, and an influence to exert for 
good or for evil. Here is our opportunity and responsibility 
as an Association. Effort expended in their behalf shows 
that they are responsive when they discover that the Asso- 
ciation has a genuine interest in them and is not after their 
money ; that rapid progress and Americanization is possible 
with small effort ; that the young people in the second gen- 
eration furnish the field for the largest returns, as they 
quickly fit into the best of American life after they have 
once experienced it. 

Over one hundred Associations are giving more or less 
attention to helping meet this great need. The entering 
wedge is the teaching of English — how to speak, read, write 
and do business in the English language. The method in 
most successful use is that of Dr. Peter Roberts of the 
International Committee, who is giving his entire attention 
to the subject. 

Much of such work must naturally be done outside the 
Association building, in centers where these boys and men 
are employed or live, and by teachers who are filled with 
the love of Christ for their- fellows though they speak an- 
other tongue, and where all is done in a way to command 




Day Machine Apprentice School- UKUiCKFORT, Conn. 




Waicu Making School— Detroit, Mich. 




English For Coming Americans— Lorain, O. 



FOR COMING AMERICANS 177 

their respect, win their confidence, and gradually to lead 
them to understand the best there is in American Christian 
civilization. 

Expense of Association Educational Work Aside from 
Light, Heat and Rent 
1890 $ 50,000 ■■ 
1893 58,000 ^ 
1895 78,000 "^ 
1898 103,000 ^^i^ 
1900 129,000 i^^^^" 
1903 225,000 i^^^^^^^^ 
1906 352,000 ^^^^■■■^^^^^^^ 
1909 570,000 ^^^■■■■^^^^^^^■■ii^^^^^^l"*!" 

773,000 ma^^^^^^^^mammm^^^^^^immm^^^^^mami^^^ 



International Examinations — Associations Participating 
1893 
1896 25 ^^^■■■i" 

1909 110 mmmmmimmi^^^^^tmmm^^^mmmm^^^^mKm^^^ 

1910 121 ^^^mmmm^^^^^^^^^mmm^mmm^^^^^^^^^m 

1911 137 ^^^mmmm^^^^^^^mmmm^immi^^^^^^maammm^m 



Attendance — Commercial and Business, and High Schools 

Black line — Students in Business and Commercial Schools. 
Gray line— Students in High Schools (Public and Private). 




1895 96,135 

350,100 lllllilllliilllllillllilililllliiilllHilillliiiH^^^^^ 

1900 91,549 ^^^ 

5 1 9, 251 lillHIillllllWilllililllillillllllllllMillillillilllli 

1905 146,086 i^i^^^ 

679,702 lllllllllllllllllillllllllllllllllllllllllBIIIMaillilllPllllllliilllllWIIII 

1908 154,9C3 ^^^■■H 

770,456 iilllllinilillilllillllililllllllHIIIIIIIIIIiiilllllllllllillilllll 

.illillilllBlilllllllWailllllllBIUII 



VII. AMONG BOYS 

1. In General 

He develops boyhood best who observes the principles of 
successful boy life. Each effort should be prompted with 
the purposeful idea of contributing to the boy's preparation 
for life. Every phase of good Association work among 
boys is essentially educative. From twelve to eighteen is 
the most important period in the boy's life. In it he passes 
from childhood to manhood and largely fixes those habits 
and rules of conduct which control his later years. 

Until fourteen he is considered a junior, and activities to 
be successful must naturally fit the adolescent or changing 
nature of the boy. While for his best good, and also for 
that of the nation, he should be in public school at least till 
sixteen or eighteen, yet the chances are seven to one that he 
is out of school at fourteen. 

School boys are of similar interests, go in gangs, and, 
as a rule, are rather easily influenced. The Association's 
privileges, to be of largest service to these boys, will nat- 
urally be attractive and supplement those of the public school 
as avocational training supplements vocational training. 

Working boys fourteen to eighteen differ widely in their 
interests, are much more independent in their thought and 
conduct, develop more of individual responsibility through 
burden bearing, and offer to the Association a rare and 
needy field of service. The training required depends on 
their vocation, on their objects, desires or ambitions in life. 

Facilities will be adapted to meet needs of boys in offices, 
in stores, in shops and factories, in messenger service, in 
domestic and personal service, and also in irregular occu- 
pations. As a rule the boys are very largely unprepared for 
life's work. With but two to six years of schooling before 
the age of twelve, they are generally employed in jobs with 



AMONG BOYS 179 

but little chance for advancement, are denied a healthful 
play life, their physical development is seldom natural, and 
their home life is often not as normal and uplifting as it 
should be. 

The Association is not a competitor of the home or of the 
school, but supplements and strengthens both. The varieties 
of service among boys are much the same as those among 
men but with proper adaptations. When successfully con- 
ducted, educational privileges render effective service in 
broadening interests of boys, cultivating habits of obedience, 
creating proper ideals of Christian boyhood, and helping 
prepare them for more efficient living. Such facilities may 
be divided into the direct, as class w^ork and allied phases ; 
and the indirect, as talks, clubs, dramatics, exhibits, trips 
and the like. 

a. Objects 

Some of the many objects in promoting appropriate edu- 
cational privileges among boys through the Associations, are 
as follows : 

(1) To supplement the work of the public schools. 

(2) To encourage boys to remain longer in school and 
thus more adequately prepare for their life work. 

(3) To give ambitious working boys opportunities to fill 
in their educational gaps during, or after, working hours. 

(4) To provide appropriate vocational training for work- 
ing boys. 

(5) To encourage, among all boys, profitable use of spare 
time. 

(6) To help develop strong, trained citizens. 

(7) To help mold intelligent Christian character. 

b. Decline in public school attendance 

The following facts from the official school reports of 58 
typical cities, large and small, for 1910, will be disappointing 



180 



ASSOCIATION EDUCATIONAL WORK 



to many. They reveal the great need of continuation schools 
or their equivalent for boys. At ten years of age there are 
more boys in school than at any other age. These relative 
figures are based on the total number of boys ten years of 
age, considered as 100 : 



Age 
10 








Students 
in School 

90 


11 








89 


12 








87 


13 








78 


14 








52 


15 








26 


16 








13 



In other words, of 100 boys ten years of age 90 of them are 
enrolled in school ; 12 of these have left before they are 
thirteen; 38 have left before they are fourteen; one-half 
of the remainder or 26 leave during the next year or before 
they are fifteen; one-half of the remainder again, or 13, 
leave during the next year or before they are sixteen. That 
is, after thirteen and before fifteen, 52 boys or 57 per cent 
of all the ten-year-old boys enrolled drop out. Just here in 
the closing years of the grammar grades and the first years 
of high school are the critical years when we need to exert 
greatest efforts to facilitate and encourage boys to stay in 
school. 

The courses of study and facilities of the splendid public 
schools seem to fail to meet the enlarged needs and growing 
interests of the great majority of young people. The Asso- 
ciation and all other supplementary educational facilities 
must help meet this need and thus strengthen and encourage 
the public schools. 



2. Helping Keep Boys in School 

A large part of our work is to encourage a condition of 
educational privileges which will attract boys to and hold 



KEEPING BOYS IN SCHOOL 181 

them in public school till sixteen or eighteen years of age. 
If such cannot be made attractive and thus hold them, then 
we must do as in some foreign nations, compel appropriate 
training. For reasons cited on pages 7-19, the Association 
should increasingly seek to help stem the flood of boys drift- 
ing out of school and into inefficient citizenship. To prevent 
an evil is preferable to attempting a cure later. Realizing 
this. Associations have cooperated faithfully and success- 
fully with public school officers and teachers, parents and 
others in persuading boys to remain in school, complete their 
high school education or go to college. 

a. Methods 

Various methods have been used toward these ends, 
among them : 

(1) In cooperation with grammar and high schools, spe- 
cial talks by local men or visitors on the value of an educa- 
tion, business and industrial occupations, professional voca- 
tions and similar topics. 

(2) Similar talks in the Association, in boys' clubs, and 
in Sunday schools. 

(3) Private consultations with teachers, parents or others 
by letter or personally. 

(4) Interviews and chats with individual boys or small 
groups. 

(5) Through clubs. A college club of high school boys, 
in which graduates of various colleges talk about college 
life, seldom fails to send several members away for ad- 
vanced schooling. 

b. Some effective means 

In presenting the importance of schooling to boys it is 
desirable to emphasize the money value of education. Such 
economic facts as those under Value of Education, page 13, 



182 



ASSOCIATION EDUCATIONAL WORK 



and the following, should be presented vigorously to 
prove the importance of the boy remaining in school as long 
as possible in preference to taking a "job" at small pay. 



(1) Ten dollars a day: 

Average yearly income of the educated man 

In 40 years he earns ....... 

Average yearly income of the uneducated man 

In 40 years he earns ....... 

$40,000— $18,000=$22,000, the difference in earnings of edu- 
cated and uneducated men=:value of an education. 

To obtain this education requires twelve years of school- 
ing, nine months per year, or 2,160 days. 

$22,000-^-2,160=$10, the value of each day's schooling and 
training. 

(2) Advantages of staying in school till eighteen: 



$ 1,000 

40,000 

450 

18,000 



The Weekly Wage of Boys Leaving School 



At 14, the 
end of 

Grammar 
School 

$4.00 

5.00 

7.00 

9.50 

11.00 

12.00 

13.00 



Age 
14 
16 

18 
20 
22 
24 
25 



At IS, the 

end of 

High School 

In school 

In school 

$10.00 

15.00 

2000 

24.00 

30.00 



Total Earnings to the End of the Twenty-fifth Year 
$5,700 $7,350 



The increased annual income at the end of the 25th year, due to the 
value of 4 years in high school— ($30— $13) X52 weeks=$884. 
This is equivalent to an investment of $17,680 at 5 per cent. 
Can a person permanently increase his capital as well or as 
fast in any other way? 



AMONG BOYS 183 

Productive Power and Weekly Wages 

Industrial or Trade 
Unskilled Labor School Trained Labor 

22 years, $10.00 22 years, $17.00 

32 years, 10.20 32 years, 25.00 

Shop Trained Labor Technical School Trained Labor 

22 years, $13.50 22 years, $13.00 

32 years, 15.80 32 years, 43.00 

The oral and visual presentation of such facts and figures 
to boys, teachers, parents and others should help consider- 
ably in decreasing the number of boys leaving school too 
early in life. 

Experience shows that one of the most effective and suc- 
cessful ways of helping to keep boys in school is for the 
Association to provide efficient training for boys who have 
dropped out of school. Such experience has proved a suc- 
cessful object lesson to public school authorities and helped 
them to so modify and improve the courses, programs and 
training as to challenge the respect and interest of boys as 
well as of the public. This has resulted in many thousands 
of boys staying in school from twelve to fourteen or sixteen, 
who formerly would have dropped out. The Association 
by its peculiar pioneer service is one of the strongest allies 
of the public school. Its practical service has thus aided 
the steady development of such vocational, industrial, and 
commercial training in public schools, and elsewhere, as will 
help meet more of the necessary detail training demanded 
of the present day. The following pages briefly describe 
the features of Association educational work among boys. 

3. Location, Equipment and Furnishing of Rooms 

The time has passed when an Association boys' depart- 
ment has quarters inferior to those enjoyed by the senior 
membership. Poor location, unattractiveness and poor 
equipment give place in progressive Associations to choice 



184 ASSOCIATION EDUCATIONAL WORK 

quarters, good equipment and attractiveness. The educa- 
tional rooms, from 2 or 3 in small departments, to 20 or 
more in separate buildings for boys, should be contiguous, 
include an office, study room and library, reading room, 
club room, lecture room and class rooms for commercial, 
industrial, academic and shop work subjects. 

Environment plays as important a part in the development 
of manhood as heredity. An Association, like the public 
school, should seek to make the boy's surroundings cater 
to his fullest growth. This is a part of the educative pro- 
cess which is fully as important as his books and teachers. 

The boy learns to appreciate cleanliness in himself when 
this is characteristic of his surroundings ; he learns to appre- 
ciate and care for good furnishings when they inspire his 
respect; he will cultivate orderliness when he observes it 
about him ; he will act gentlemanly when he is surrounded 
with gentle influences ; he will recognize the rights of others 
when those rights appeal to him as just ; he will admire 
beauty and good taste and likewise cultivate the habit of 
seeking them when, by his surroundings, he is encouraged 
to do so. For these reasons the boys' rooms should be 
clean, light and orderly ; should have good, substantial furni- 
ture ; be decorated tastefully, suitably carpeted and supplied 
with attractive pictures and other articles of adornment 
which do not offend the eye, taste or judgment. 

In order to cultivate a personal interest, to provide a 
sense of proprietorship and develop the idea of cooperation, 
many Associations encourage and assist the boy members 
in some of the work in finishing the Association rooms, 
building articles of furniture, weaving mats, choosing and 
framing pictures, decorating walls, making magazine covers, 
game boards and other necessary equipment. To make 
minor repairs will teach boys to be careful and avoid the 
need for repairs. This kind of work demands planning, 
initiative and possibly shop work in the crafts, which of 



BOYS' READING ROOM 185 

itself is very desirable as an educational feature. See added 
and detailed information on number of rooms and equip- 
ment, page 133. 

Yearly Incomes of Wage-Earners in United States 
From Nearing, "Wages in the United States." 
Skilled labor gets over $1000 per year. 



40% ^^Hl^aai^^^^^^^^^^^^ Semi-skilled labor gets $600 to $1000. 

50% ^^^^■■■^^^^^^^^^^^^^^^^^^^ Unskilled labor gets $600 or less. 

Yet $900 is needed today to rear decently an ordinary workingman's family 
in most American cities, without appeal to charity or sacrificing the workers' 
standard of efficiency. 

4. Reading Room 

a. Location 

For boys the reading room is not necessarily a special 
room but may be in the general, social or assembly room. 
Boys prefer to read within sound and sight of their fellows. 
At least they do not avoid other activities while reading. 
Noise seems to intensify their application. Substantial 
equipment of chairs, tables and good light are sufficient for 
most purposes. Often, though not always, a separate read- 
ing room encourages disorderly conduct. 

b. Reading matter 

The selection of periodicals is important. The same 
magazines which are attractive to men are attractive to boys, 
though it is advisable to add a few special boys' periodicals. 
Lists may be secured from local libraries or from periodi- 
cal bureaus. Magazines of outdoor life, invention, handi- 
crafts, etc., are especially good. Cheap illustrated publica- 
tions are not worth while. 

c. Conduct 

A certain amount of disorder may be allowed, but boys 
should be required to handle magazines carefully. Wilful 



186 ASSOCIATION EDUCATIONAL WORK 

mutilation should be vigorously dealt with. Magazines 
should be bound in durable covers, which the boys often 
make themselves. To obtain most effective use of maga- 
zines, notices of timely or special articles may be posted or 
in other ways brought to the attention of boys. See sug- 
gestions, pages 39-40. 

5. Library and Books 

a. Importance of directed reading 

The fundamental principle of effective library work 
among boys is directed reading. The boy is least fitted to 
choose the books which are desirable for him to read though 
his interests at various ages decidedly influence his reading. 
The experienced teacher, leader or expert in work with 
boys should be able to fit books to individual boys. 

A boys' library is conducted most profitably when it sup- 
plements the boy's daily life. As the boy grows his interests 
change from those of boyhood to those of manhood. Thus 
it is that travel, adventure, invention, biography, love stories, 
outdoor books cater- to the interests and needs of boys at 
various ages and in various occupations. For this reason 
a boys' library is fulfilling its function only partially when 
haphazard or wholly undirected reading is permitted. 
Efforts should also be made to encourage careful reading. 
The newspaper habit of reading is affecting boys as well 
as adults. They should be led to read slowly enough to 
absorb what they read. 

b. Selection of books 

To make directed reading effective one must have the 
necessary books. For this reason the choice of books for 
an Association boys' library is important. Carefully selected 
lists of boys' books have been compiled by various library 
experts and are usually available at city or state libraries. 



BOYS' LIBRARY 187 

Whether the Hbrary is large or small it should be well bal- 
anced, with a good representation of books of historical 
fiction, biography, travel and adventure. Cheap editions 
should be avoided, as they do not wear well. Payments 
for unusual damages or losses should be required. The 
Association library may be supplemented by loans of books 
from private, public or traveling libraries. The Association 
should seek to cooperate with public libraries and with 
school officials to make most effective use of existing 
facilities. 

c. Equipment and location 

The boys' library as yet often has no special room of its 
own, but is usually found in the large social room. The 
book cases should have a prominent place in the rooms and 
be open to any boy at any time upon request. Where there 
is constant supervision it is better for the cases to be open 
continually. Boys prefer not to be limited to the place 
where they can read ; hence special library tables, save those 
used for magazines or other purposes, are not necessary. 
No special library equipment except the cases is needed. 
Provision should be made for good reading light by day or 
night. 

d. Conduct and supervision 

In many Associations where no special library supervision 
is provided either for men or boys, a special boys' library 
committee renders excellent help by supervising the loan 
of books. Boys should be encouraged to read much at home. 
The system generally followed in public libraries for the 
loan of books is applicable to Associations. A library com- 
mittee of six members often arranges a program by which 
one member, during stipulated daily hours, will receive and 
distribute loans of books. 



188 ASSOCIATION EDUCATIONAL WORK 

e. Additional suggestions 

(1) Most effective stimulation of good reading may be 
secured by the secretary through personal chats and by loan- 
ing special books from his own desk. 

(2) Book clubs of a semi-social character with coopera- 
tive reading and discussion of books have been successful. 
An enthusiastic leader is the secret of success. 

(3) Book talks and readings around the fireplace or in 
any other attractive way arouse interest. 

(4) Story-telling with suggestions where more can be 
read are helpful. 

(5) Posted lists of new or emphasis on older books in- 
crease interest. See added library suggestions, page 41. 

6. Practical Talks 

a. Three principles 

The suggestions beginning on page 4G may be followed 
in work with boys. Three things may be emphasized — 
informality of session, personality of the speaker, and 
demonstration. Talks should be short and informal ; the 
speaker must grip the attention of the boys through a win- 
ning personality ; the more visual demonstration or illus- 
tration of the subject discussed the better. The selection 
of the speaker is of far greater importance than that of 
the subject; consequently, the cooperation of the boys in 
securing speakers is desirable. Some group or committee 
may assume large responsibilities in the organization and 
conduct of talks. 

b. Value and object 

No feature in boys' work may be made more interesting 
and valuable than practical talks, for they may be as varied 
in number, character and helpfulness as the effort expended 
on them. Some topics are suggested on page 48. The sub- 



BOYS' CLUBS 189 

jects which may be discussed are inexhaustible and those 
who may be secured as speakers are hniited only in numl)er 
and quality by the size and character of the local commu- 
nity. 

To be most effective the talks should aim to supplement 
or strengthen other activities, such as clubs, tours, and class 
work. The supervision should seek to secure for the boys 
in each talk, definite information, new incentives for effort, 
stimulation of new interests and definite character building. 

7. Clubs 

a. Associated effort and Association principles 

The most formal form of "Association" work among boys 
is club work. Cooperation is a distinguishing trait in ado- 
lescent boy life and cooperation is the soul of a club. The 
most effective results in every department of boys' work 
are obtained where the principles of club organization and 
conduct are partially or wholly observed. These principles 
may be found stated in various books on boy life, together 
with many suggestions on methods of work. A list of 
Association clubs and suggestions for their organization 
and conduct may be found beginning on page 54. 

b. Importance of leadership 

Leadership is the key to success in club work. The 
leader may "kill" his group. Thus it is of greatest impor- 
tance that leaders be very carefully chosen. They must 
desire to help boys through avenues of natural interests, 
seek to breed a cooperative and friendly spirit within their 
group and be dominated by Association ideals of service. 
The wise leader among boys will not seek numbers so much 
as quality ; yet he will endeavor to prevent a semblance of 
obnoxious exclusion which may be distasteful to others. 



s ^ 



o cd^ 

m H o 



Tf o o 



S C2 



2 W 



S K 



S S 



en a> 
< I- 

5> 



^•s 



CLASS WORK AMONG BOYS 191 

c. Organization 

Among boys a certain amount of secrecy is desirable 
because of natural characteristics ; initiation rites and secret 
ceremonies will often lend strength and interest. Club 
members among boys are generally elected. An Association 
should seek to identify each boy member with some club, 
at the same time making such restrictions that it is an honor 
for a boy to belong to such a group. 

At least once a season, whether a month or twelve months 
in length, a club may well arrange for some public exhibition 
or demonstration of its work. Thus it increases the interest 
of its own members and attracts the attention of others. 
It is generally found that short-term are more successful 
with boys than long-term clubs. A boy's interests change 
rapidly and club work must keep pace with them. Fre- 
quently the same group of boys will, within one or two 
seasons, be interested successively in collecting, in sports 
and photography or other interests. ' 

Further valuable suggestions may be found in various 
issues of Association Boys, or American Youth. 

8. Class Work 

a. Principles 

A discussion of the variety, organization and conduct of 
definite class instruction among boys and men may be found 
beginning on page 62. While the variety of class work 
among boys is necessarily more limited than among men, 
the need of instruction in many subjects is fully recognized 
by all. Employed boys, as a group, are more in need of 
help than others ; their instruction should closely supple- 
ment their daily tasks, either by fitting them for better ser- 
vice or by preparing them for some other more desirable 
vocation. 



192 ASSOCIATION EDUCATIONAL WORK 

The following principles are important: ' 

(1) Instruction for school boys may either directly sup- 
plement their school work or indirectly train them in special 
vocations or general culture. 

(3) Wage-earning boys should receive special training, 
not according to their ability to pay, but on the basis of 
their needs. 

(3) Class work in which individual instruction is promi- 
nent should be vigorous and stimulating, utilizing natural 
interests as points of departure from which to work. 

(4) Much attention should be given to selection, encour- 
agement and assistance of teachers. The personality of the 
teacher and his ability to inspire respect and effort is funda- 
mental. 

(5) In class work for working boys it is desirable to 
enlist the cooperative interest of employers and business 
men. Part time cooperative schools for apprentices and 
boy workers in various occupations may be conducted with 
profit to boys, employers and the Association. See section 
on Continuation Schools, page 212. 

b. Working boys' school (group course) 

The steady stream of boys leaving school, fifty per cent 
of them with no more than five or six years of schooling, 
is flooding the country with inefiicient workers and mediocre 
citizens. They have scarcely laid elementary foundations 
of training for life before they leave school. While spe- 
cialized vocational training is much needed, large numbers 
of boys in every community must lay foundations in ele- 
mentary sul)jects before they can hope to fit themselves for 
more advanced training and for specialized vocations. 

The working boys' school, organized on the group course 
plan and conducted much like the old-fashioned country 
school, is rendering excellent service. The following pro- 
gram, adapted to two-hour sessions twice per week, which 




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Sheet Metal Apprentice School— Philadelphia, Pa. 



WORKING BOYS' SCHOOL 193 

has proved successful for one teacher with fifteen or twenty 
boys, may with modifications be made to suit any local con- 
ditions : 

7.30 — 7.45. Opening exercises, experimental science, current topics 

and practical talks, hygiene, etc. 
7.45 — 8.15. Practical arithmetic. 
8.15 — 8.45. Penmanship, English, English composition, business 

forms and correspondence. 
8.45 — 9.00. Reading and spelling. 

9.00 — 9.30. Geography, civics and history, with occasional drawing. 
9.30. Individual help. 

If a light supper is furnished at cost the boys may come 
direct from work to the Association, eat together and finish 
school duties earlier. In large schools boys are wisely 
grouped according to occupations. Best results are seen 
where proper emphasis is given to physical development 
and character building. Occasional tests and final exami- 
nations, preferably including the International examina- 
tions, are desirable. 

Salaries adequate to secure best obtainable instructors 
should be paid. Tuition fees should be as low as possible 
and should not be expected to pay the entire expenses of 
advertising, supervision, teaching and incidentals, but simply 
approximate the teachers' salaries. Where special vocation 
classes yield a margin of profit, this may be applied to the 
deficit contracted in the boys' and other classes in funda- 
mental subjects. Public spirited citizens may be enlisted to 
assist the boys' school and definite budget appropriations 
may be legitimately made in case of deficit. Every Asso- 
ciation with fifty or more working boys should endeavor to 
conduct such a course or provide other facilities by which 
this group may secure supplemental schooling. Where 
there are excellent public evening schools the Association 
should seek to cooperate in securing the attendance of their 
members. 



194 ASSOCIATION EDUCATIONAL WORK 

Special pamphlets or additional information on the organi- 
zation, conduct, supervision and detailed courses, topics and 
programs for the working school may be secured on appli- 
cation. 

c. Boys' summer school 

This feature offers the backward boy- — because of sick- 
ness, temperament or retarded development — a chance to 
make up deficiencies ; it gives those boys who, through un- 
avoidable reasons, have fallen behind in their work, a chance 
to make up lost time ; it also provides an opportunity for 
the ambitious boy to get ahead in his schooling. For the 
normal boy who cannot be classed among the above the 
school provides a place in which to profitably spend a certain 
amount of time each day during his vacation. 

Several good reasons lead to the conduct of these schools 
which have rapidly increased in number and attendance: 

(1) An opportunity to help many boys in the community 
who need help. 

(3) Encouraging the profitable use of a portion of vaca- 
tion time. 

(3) Identification of the Association with local needs and 
interests. 

(4) Employment of the time of regular Association day 
teachers in larger cities where classes are held during the 
summer time. 

(5) Desire to assist parents and educationally supple- 
ment the work of public schools. 

The summer school has proved effective in these ways 
and school teachers, principals and other school authorities, 
parents, Association secretaries and the boys themselves all 
agree that the summer school is effective and desirable. 

The daily program five days per week for eight or ten 
weeks is usually as follows, with modifications to suit local 
conditions : 



BOYS' SUMMER SCHOOL 195 

8.30 — 8.45. Opening exercises with short scripture reading and 
remarks; if possible a short practical talk or simple scientific 
demonstration. 
8.45—10.20. Study and recitation. 
10.20 — 10.35. Recess, games, exercise. 
10.35—12.00. Study and recitation. 
12.00 — 12.30. Gymnasium or pool. 

One or two afternoons a week are usually devoted to out- 
door sports, hikes or trips under supervision. At the con- 
clusion of the season a picnic or similar event leaves pleas- 
ant recollections of the summer's work. 

The school is open to any boy in the community who is 
acceptable and fees of from $8 to $12 are generally suffi- 
cient to cover all expenses. Close cooperation between the 
Association and the public schools in planning courses, 
books, teachers, final tests, is often desirable. Instruction 
may be provided in subjects for all grammar grades with 
supplemental classes and individual teaching for high school 
boys. Special printed circulars and other information may 
be secured upon request. 

Associations find the boys' summer school one of the 
effective ways to enlist the interest of parents, school 
authorities and the public at large. Boys' secretaries gen- 
erally find that such schools ofifer unusual opportunities for 
intensive Association work during the time of the year 
which otherwise ofifers smaller opportunities for general 
Association work than other months. The enrolment of 
many non-Association boys and the proper conduct of the 
school universally results in an increased membership. 

d. Supplemental subjects 

Class instruction, however, is not limited to the two kinds 
of special schools mentioned. Efforts should be made to 
enroll boys in the usual educational classes conducted by 
every progressive Association. At least eighty per cent of 
the employed boy membership may be expected to be en- 



196 ASSOCIATION EDUCATIONAL WORK 

gaged in some definite form of training in evening classes. 
For this fees should be charged, though arranged so they 
will be proportionally lower than those charged to adults. 
Special facilities, such as partial payment plans, loan funds 
or special scholarships may wisely be provided. Definite 
instruction, recognized as class work, may be arranged in 
any subject in which there is sufficient demand and regis- 
tration. Many classes may be organized in the subjects 
mentioned under practical talks, club work, shop work, 
agriculture, etc. For definitions of "class work" the reader 
may refer to page 61. 

Educational Work Among Boys 

About Ninety Per Cent of the Boys Have No More Than Six Years' 
OF Public Schooling 



Educational Club Membe 


;rs 
1,701 
2,799 
3,477 
6,'295 

144 

297 

700 

1,492 

$ 1,900 

6,859 

19,803 

39,277 


Year 
1900 
1904 
1908 
1911 

1900 
1904 
1908 
1911 

1900 
1904 

1908 
1911 


1,927 ^HB 


Students 


"~— ^ 


2,243 tm^ 


^ 




6,12.1 ^^^* 




Practical Talks 


Books Read 
10,655 ^^ 


^^ 


iiO,446 HW^ 










Expenses 


1 800 ■ 
2,734 "1 


Receipts 




15,429 ■i^^ 











9. Shop Work 
a. Need 

Most boys like to be busy with their hands and thus they 
combine play and work. They also generally enjoy con- 



SHOP WORK AMONG BOYS 197 

structing a useful product of definite value. Many boys, 
especially in cities, have few opportunities for handling tools, 
working at the bench or cultivating habits of observation, 
estimate, measurement and ingenuity. Very few homes are 
equipped with tools, benches and material or offer proper 
incentives for this kind of work. Public schools often pro- 
vide a certain kind and amount of shop work and manual 
training, but generally the individual boy has small oppor- 
tunity to indulge his fancy in this direction even if his in- 
terest is aroused. In cities with excellent shop training in 
the schools the Association has found more than usual 
interest in and desire for even more shop work after school 
hours. 

b. Equipment 

To meet the needs and develop latent ability, progressive 
Associations are adding simple work shops to their equip- 
ment, providing benches, a few of the principal tools and 
occasionally some stock which the boys may pay for as 
used. Frequently boys furnish their own materials. 

c. Kind and variety of work 

Shop work should be made to appeal to both working and 
school boys. For the former it should have an economic 
aspect of value; for the latter it should offer an oppor- 
tunity for manual work in which the boy can develop in- 
terests which his school or daily life incite. For these rea- 
sons shop work may be of considerable variety — Carpentry 
and joinery; cabinet-making; bent or hammered and metal 
work ; rug weaving ; sign painting and card lettering ; elec- 
trical experiments, telegraphy, telephony and wiring; clay 
modeling ; aeroplane construction ; gas engines ; photography 
accompanied by dark room work ; printing and various other 
crafts. 



198 ASSOCIATION liDUCATlONAL WORK 

d. Methods 

Experience proves that both younger and older boys will 
take advantage of such facilities. Where possible, it is ad- 
visable to provide separate work rooms for each group. 
Generally, boys will choose their own tasks and they will 
prefer to work cooperatively ; there is stimulation in num- 
bers. As nuich supervision should be i>ro\idi"d as needed 
and occasional instruction, either volunteer or paid service. 
An hour or more of instruction jicr week will frequently 
sufHce. 

For carpentry and other work re(|uiring dimensions and 
estimates, each boy should be required to make sketches, 
drawings and material estimates before proceeding to actual 
work. He should be taught how to put and keep his tools 
in projicr condition. When lockers are provided each boy 
may supplement the Association outfit by special tools of 
his own. 

Shop iiroducts by having an economic value should prove 
to each boy the value and dignity of manual labor. Tie 
should be encouraged to make things for his home, his own 
room, or for the Association- — tables, chairs, shelves, game 
boards, or other equipment. ATany minor repairs about the 
Association roi)nis can also be made 1)\ the boys. A mini- 
mum amount of eiTort should be expended for them; boys 
should be encouraged to do things for themselves. Much 
preparatory work in the construction of camp-kits, boxes, 
boats and other camp equipment may be done during the 
months preceding camp. Permanent Association camp sites 
with permanent buildings are generally equipped with facili- 
ties for shop work. 

e. Supplement use of shops 

Occasionally the boys' shops may be used informally at 
stipulated times by adult Association members or students 
or for definite vocational or semi-trade instruction. Some 



BOVS' Th'Jl'S 199 

Associations have conducted regular night shop classes for 
certain groups of working boys and Saturday morning 
classes for school boys, charging therefor a fee sufficient to 
pay cost of instruction and incidental expense. Much of 
the equipment may be secured from local business firms or 
interested individuals or made by those enjoying the shop 
facilities. Occasionally, an Association not having shop 
equipment may secure the use of a public school shop or 
other public or private facilities. Fundamentally, this work 
should be made definitely educational in developing taste 
for and ability in manual arts, an appreciation of values in 
hand work and an ability to conceive, design and create 
definite valuable products in the handicrafts. 

10. Educational Trip.s 

Local places of interest, as factories, banks, post offices, 
telephone exchanges, power plants, etc., are not the only 
available ])oints for visitation. Every outdoor hike may be 
arranged to have an educational object. Some Associations 
conduct annual excursions to cities or other points of special 
interest, such trips requiring several days and involving 
considerable expense. 

The local educational trip, however, is informal in char- 
acter. There should be careful i)lanning, capable leadership 
and conservation of results in the way of reading, club work, 
or special talks. Written reports are valuable and often arc 
used by newspapers in reporting Association activities, and 
when sent to the concern visited they also pave the way for 
future visits or other assistance. Further details and sug- 
gestions may be found on page 49. 

11. Educational Program in Camp 

a. Opportunity 

As the child today is often trained and schooled by wisely 
directed play, so also the boy finds in his periods of relaxa- 



200 ASSOCIATION EDUCATIONAL WORK 

tion the opportunity for development through recreational 
education, or educational recreation. In other words, every 
summer camp under the Association auspices for best re- 
sults should have a definite educational program in connec- 
tion with its religious, physical, social and play activities. 

A few years ago such work was almost entirely lacking. 
Today no thoroughly up to date camp, large or small, high- 
priced or low-priced, long-time or short-time, is without 
definite educational activities. In many camps the most 
painstaking preparation is made to secure best results. 
Experience shows that camp life offers many opportunities 
for character building in its most complete sense. Hap- 
hazard efiforts will yield disappointing results. Each camp, 
therefore, should have one or more persons, either with or 
without pay, engaged to promote and supervise a definite 
program of such activities. Much of the regular Boy Scout 
work is directly applicable. 

b. Variety of work 

The following subjects may be covered in an interesting 
and elementary way by talks, simple demonstrations, collec- 
tions, tramps, directed reading and clubs. 

(1) Nature study. Rocks and minerals; physical geog- 
raphy, land and water configuration ; birds ; insects ; wild 
and domestic animals ; plants, trees, flowers, shrubs ; weather 
phenomena, stars. 

(2) First aid to the injured. The elementary course 
with examinations, including International Red Cross certi- 
ficates, is sjK-cially adapted for camps. (Address this de- 
partment for information.) 

(3) Handcraft. Furniture, souvenirs, knick-knacks, 
traps, masonry, rough carpentry and shop work. 

(4) Codes and signals. Morse code, wig-wagging, flash 
signals, semaphore. 



AMONG BOYS IN CAMP 201 

(5) Woodcraft. Use of compass, tracking, distance, 
direction and time calculations. 

(6) Nautics. Science and art, as well as practice, of 
rowing, sailing and boat manoeuvering ; knotting and splic- 
ing, boat and raft building, life saving and swimming. 

(7) Agriculture. Either at camp, as in long-term camps 
where vegetables are raised, or in cooperation with neigh- 
boring farms, some forms of agricultural training for city 
boys would be very desirable. Soils, rotation of crops, 
gardening. 

(8) Miscellaneous. Cookery, photography, surveying, 
recreation, inspirational and cultural reading. 

A Comparison 

Black Line — Cost of Education per Student per Month in Public School — Free to 

Students. 
Gray Line— Cost of Education per Student per Month in Y. M. C. A.— Paid 

(largely) by Students. 



1890 $2.ni 
1.00 

1895 2.10 
1.60 

1900 2.-36 
2.10 









2.90 ■■■^^HHM^^^^^^nH^^^^^^^ 
3.30 IlillllllllllliilllllillliillillllliilllllllllilllilllllilillllllilllillllllinilllllllillllllllllllU^ 



1909 3.56 



3.87 llllllllllllllllliilllllllllillilllilllliillilllillllilllillllllillllllllllllllllli 

1911 3 97 HHHHHI^H^^^^^^^HMI^^^^^HHI^^^^^^^HHHH^IHiB^^^^Bi 
4.' 05 illlllllillllilllllllllllllllllllllllilllillllliillllllliiilllllilllilllliillllllilW 



(9) Camp school for school boys. Class instruction with 
individual tutoring on a business basis with tuition fees, and 
provided at regular hours daily. This work is similar to 
the boys' summer schools in July and August — explained 
separately — but conducted at a camp instead of in the Asso- 
ciation building. It is conducted for either the ambitious 
or the backward boys. Every large, long-term camp may 



202 ASSOCIATION EDUCATIONAL WORK 

well arrange for such feature. If a regular class is not 
possible there is usually need and opportunity for individual 
tutoring. One or more of the camp leaders may wisely be 
chosen for this work, for which special fees may be charged. 

The above program is suggestive, not exhaustive. The 
season, place, character and leadership of the camp will 
largely determine the kind of work which can be done. A 
fundamental principle to be observed in conducting vacation 
camps is found in the fact that "play" is essential for com- 
plete development of the boy, and that in directed play and 
play with an educational content one finds the normal way 
of training the boy during his vacation time. 

12. Training in Agricultural and Allied Subjects 

a. Conditions and opportunities 

The rapid increase in city life and the growing importance 
of intensive agriculture in order to provide a food supply 
for a growing city population, is effecting a demand today 
among men and boys for training in this field of labor. 
Furthermore, the application of scientific principles and 
methods in agriculture is increasing the interest therein and 
making special study necessary. Already the effect of agri- 
cultural training in rural districts is seen in the decrease 
of the number of boys leaving the farms in some sections, 
and in the return countryward of city men. 

In its desire to serve men and boys in the country and 
small towns Associations have most effectively promoted 
or conducted clubs, talks, classes, institutes, experimental 
work and intensive study in grain growing, fruit culture, 
animal husbandry, poultry raising and allied subjects. Most 
of the participants have been boys or young men. In cities 
and industrial centers Associations also have promoted or 
conducted successful classes, clubs, talks and experimental 
work in similar subjects. 



AGRICULTURE AND BOYS 203 

b. Program 

The following schedule of features is or may be followed 
wholly or in part: 

(1) Lectures and talks, preferably illustrated by stereop- 
ticon or exhibits, given by local talent or experts from the 
state agricultural college or government experiment sta- 
tions. Fees may or may not be charged. 

(3) Promotion of reading on topics suggested by lec- 
tures or talks. There may be cooperation with the public 
or traveling libraries. 

(3) Club work of a cooperative character in which there 
may be more or less discussion, study, experiment and in- 
struction. 

(4) Class work involving paid instruction and tuition 
fees. 

(5) Experimental work either in the Association build- 
ing, at the homes of boys, or elsewhere where ground or 
necessary equipment is available. 

(6) Visits of inspection and study to farms, gardens, 
nurseries, dairies, poultry plants, aviaries, experimental sta- 
tions, schools and demonstration centers. 

(7) Practice work by individuals or groups in corn grow- 
ing, poultry raising, fruit culture, grain and animal judging, 
gardening. 

(8) Contests and exhibits of various products. Ribbons 
of merit may be awarded as prizes. Money prizes are un- 
desirable. Such exhibits or contests may be held in the 
Association building or in a private or public hall or other 
convenient place. 

c. Purpose 

The results of such work, in which many Associations 
have been very successful, are found in an increased interest 
in these vocations among boys ; a realization by them of the 
dignity, usefulness and requirements of specialized agri- 



204 ASSOCIATION EDUCATIONAL WORK 

cultural labor; an adequate knowledge of the value of agri- 
cultural products and an appreciation of the vocational 
opportunities along these lines. Much spare time is also 
utilized profitably ; parents are encouraged to cooperate more 
closely in boy life and the community as a whole reaps the 
benefit of better trained citizenship and an increased produc- 
tiveness of its natural resources. Such work is not neces- 
sarily limited to Association members ; on the contrary, it 
may be promoted on the community basis and thus demon- 
strate the Association's desire to help the boys of the whole 
community. 



13. Dramatics 

a. Definition and purpose 

Expression is the soul of the drama ; likewise it is a domi- 
nating trait of the adolescent boy. The intelligent culti- 
vation of imagination, initiation, appreciation of good, 
wholesome Christian character and expression of action 
are desirable in the boy growing into manhood. His read- 
ing, play and friendships contain the same elements which 
appear in the dramatic delineation of character and events. 
That the theatrical drama has often been perverted or 
lowered in standards does not make it a less effective agency, 
when properly used, in the development of strong char- 
acter, high ideals and effective Christian citizenship. 

A few Associations and many schools have used the drama 
effectively, but an extension of valuable training found 
therein is largely limited by the present dearth of attractive, 
effective or desirable material. Much of it in published form 
is either cheap comedy or farce and written chiefly for mixed 
castes. A few attempts with varying success have been 
made to dramatize books or stories. A field of effort for 
good amateurs or professional play writers is apparent. 



BOYS AND DRAMATICS 205 

b. Subjects 

Many outdoor or nature plays have been given in summer 
camps, natural surroundings offering splendid settings for 
such plays. Several Bible stories have been semi-dramatized 
and published in booklet form by the Pilgrim Press of 
Boston. Minstrel shows and farce are frequently given by 
Association boys. With proper leadership, experience 
proves that they will work enthusiastically along more digni- 
fied and purposeful lines. Some topics suggested by various 
leaders for dramatization are : The Honor of the School ; 
The Capture of Andre ; The Story of the Other Wise Man ; 
Rip Van Winkle ; A Man's Vote^Not for sale ; The Crisis. 
These and the dramatization of other ideas, stories or books, 
should preferably be condensed into one-act plays. Short 
comedies of a semi-serious or a semi-farce character are 
effective in stimulating interest and developing histrionic 
ability. Clean fun is desirable and breeds standards which 
will not permit the enjoyment of cheap, tawdry or suggestive 
theatrical performances. 



14. Exhibits and Expositions 

a. Definition and purpose 

Based upon the fact that every boy has one or more ab- 
sorbing interests, and following out the principle that, ordi- 
narily, he is glad to display his possessions, exhibit the results 
of his handicraft or demonstrate his special abilities, the 
exposition or fair has been found a valuable and successful 
educational feature. Organized and promoted, largely by 
a special group of boys within the Association, the exposi- 
tion is open to Association boys or to all boys in the commu- 
nity. This feature should be aimed to train boys in admin- 
istration and responsibility, rouse and create new interests, 
demonstrate in the community the life and value of its boy- 



206 ASSOCIATION RDUCATIONAL WORK 

hood, increase the interest of adults in boy hfe and give an 
outlet for natural tendencies and activities of exhibitors. 

The following list suggests some of the possible entries: 
carpentry products ; furniture ; aeroplane models ; wire and 
wireless telegraphy outfits; wig- wagging and signal outfits; 
electric appliances; beaten and bent metal; weaving; draw- 
ing; painting; modeling; penmanship; arts and crafts; agri- 
cultural products ; pets ; birds ; poultry ; animals ; cabinet 
work ; forging ; cookery ; collections of stamps, geological 
specimens, birds, eggs, pictures ; mechanical appliances ; 
experiments ; photography ; essay writing, etc. In addition, 
contests in oratory, music, gymnastics, debate, stenography, 
first aid, signaling, scouting, telegraphy, etc., may be ar- 
ranged. As special attractions on special dates, extra dem- 
onstrations or exhibits by business firms and scientific busi- 
ness or trade cx]>erts may be provided. 

b. Organization and conduct 

In arranging these fairs or expositions much time, in co- 
operation with various boys' committees, should be devoted 
to details. The fair should be well advertised sufficiently in 
advance of the date to insure hearty participation. The 
exposition may last for several days and may be in the Asso- 
ciation lol)by, parlors or hall. Small admission fees may be 
charged adults to defray incidental expenses. Ribbon or 
medal (no cash) prizes should be offered lo participants in 
the several classes of entries. The cooperation of schools, 
churches, clubs, ]:)arents and newspapers should be enlisted. 
Special programs may be arranged for stiinilatcd dates, thus 
following the general plan of the county fair. In many 
places the boys' department can wisely cooperate with 
county fair officials in making this institution a greater 
agent for good in the community, along those lines origi- 
nally followed, through the efi^ective display of and compe- 
tition in products of the home, factory and farm. 



LEADERSHIF AMONG BOYS 207 

15. The Educational Value of Leadership 

Perhaps the most effective way of developing initiative 
and rcsponsibihty in the boy — two fundamentals of strong, 
virile character — is to provide tasks demanding these quali- 
ties. The most effective Association secretary or leader 
is he who enlists others in effort. Boys who are contin- 
ually served do not learn how to serve ; only by practice 
can the ability of rendering service or effective work for 
self or others be developed. Consequently, the progressive 
Association seeks to bring many different tasks and many 
different boys together, generally fitting the task to the 
boy rather than the boy to the task. Each task thus as- 
signed should not be larger than the boy, in respect both to 
his ability and availaljle time, but should have a content 
requiring concentrated effort. Occasionally, for the sake 
of training, a boy may be allowed to fail in his task ; he 
should, however, always be encouraged and helped, if 
necessary, to succeed. 

Experience proves that those Associations, including 
their boys' departments, are the strongest which have the 
largest proportion of the membership engaged in some 
specific task or form of service at least once during the 
season. The boy or man should learn that he is an efficient 
citizen only when he can lift more than his own weight. 

Many tasks may be provided for older boys, such as lead- 
ing Bible classes and clubs ; rendering committee and calM- 
net service ; organizing and conducting practical talks ; 
teaching English to foreigners ; investigating and reporting 
on the social, economic and other conditions of boyhood 
life ; supervising library, work room or shop ; performing 
office duty and many other services connected with Asso- 
ciation work. When responsil)ility for a task has been 
given to a boy he should be expected to carry his task to 
a conclusion even though he fails. In this case he should 



208 ASSOCIATION EDUCATIONAL WORK 

be led to understand why he has failed and should be en- 
couraged to remedy the defect in succeeding tasks. This 
is as much a part of his training for life as his school 
studies. 

In order to develop the sense of responsibility necessary 
to effective American citizensliip various boys' departments 
are organized on a self-government plan. The boys' secre- 
tary should be less a policeman and more an adviser, en- 
couraging boys to assume responsibilities as to conduct and 
discipline. This is valuable civic training in habits of self 
and community control. Furthermore, the self-government 
plan followed either partially or wholly gives the boy a 
practical opportunity of understanding and appreciating the 
various functions of public officials. 

In thus providing tasks for each and every boy suitable 
to his ability and graded according to his development the 
Association, in an informal way, provides that kind of sup- 
plemental training necessary in the development of efficient 
Christian manhood. 

Amount Paid to Teachers of Association Educational Classes 



1900 $112,774 

1903 111,190 

1906 168,400 

1909 248,333 

1911 382,794 



Recitation Hours Per Subject Per Student Per Season 



1890 20 

1895 27 

1900 37 

1905 51 

1909 53 

1911 56 




Real Estate— West SiiiE Branch, New York City 




Machine Shop in Association Building— Dayton, O. 



HHMM ^ f'*^ -f"^ 


I^^^M''^' 




^■P^W" ^ 















Chemistry of Laundering— Twenty-third Street Branch, New York City 



VIII. VOCATIONAL TRAINING 
1. Industrial Education 

a. Association experience 

A few years ago, when Associations began to plan and 
conduct work to meet the particular needs of industrial 
workers, it was not wholly realized, even by many of the 
leaders, that foundations were being laid for one of the 
Association's largest contributions to educational progress. 
Today we are beginning to see the fruits of a long period 
of development in multiplied industrial, technical and trade 
courses, and in the organization of apprentice and other 
forms of vocational training to meet specific needs. Most 
of this work is done with the help and cooperation of manu- 
facturers, labor organizations and business men who give it 
financial and moral support. In this matter the North 
American Associations are pursuing practically the policy 
that numbers of men and organizations outside the Asso- 
ciations in Europe have profitably followed in building up 
the magnificent industrial educational systems of those 
countries. 

b. The next decade 

Each year for the past decade the North American Asso- 
ciations have increased this form of service in various kinds 
of continuation schools, apprentice schools and other forms 
of effort both day and night, and with closer relations to 
men and employers than ever before. The Association is 
thus proving that the vocation and the school must and can 
get together, either in the shop, in the store, in the corpora- 
tion office, in the industry, or in the Association building. 
The next decade will see many thousands of employed boys 
and men being granted one full day, or two half days, in 



210 



ASSOCIATION EDUCATIONAL WORK 



every week for the purpose of receiving that kind of appro- 
priate instruction and training either in their place of em- 
ployment or elsewhere, which will increase their ability as 
men and citizens, and also their efficiency as producers. 

VOCATIONAL TRAINING 

Needs in North America 

"Three-fourths of the superintendents, department heads and technical 
experts in high grade textile and manufacturing plants of North America are 
trained outside of America." — Industrial Commission. 



I. SoLfyerintendcfifs 



^ 



TL. FoYcmcjx 



M WoyKimjmcn'^Jiqi/^ 



Areas relatively show estimated number of North American 

I. Superintendents, general managers, and those in high grade super- 
vision. 

II. Foremen, assistant managers, technical experts, master workmen with 
leadership ability. 

III. Journeymen, working men and boys. 

Shaded portions relatively show existing training facilities 

I. Universities, technical and professional schools of highest grade. 
II. Technical, trade and other secondary training schools. 
III. Vocation, continuation, apprentice and other schools. 



c. Conduct of industrial schools 

Experience shows that the inevitable tendency of indus- 
trial schools is to become theoretical rather than practical. 
The ordinary teacher has difficulty in working out these 



INDUSTRIAL SCHOOLS 211 

industrial problems successfully. His theoretical inclina- 
tions must be checked and he must be encouraged in the 
practical application of his instruction. This problem is 
met through the use of local committees of business men, 
manufacturers and workmen who helpfully influence the 
best courses and results. They naturally look after their 
own interests and help the industry in which they are en- 
gaged. On the other hand, if the domination of these 
schools is wholly in the hands of a merely practical man, 
there is a similar danger of the other extreme, which should 
be avoided. Judging from experience, it is far better to 
have the management of the school in the hands of both 
the employers and the employees, through the auspices of 
a neutral body as the Association, than in the hands of the 
employers alone where there is a tendency to make the work 
commercial ; or in the hands of the employees alone, where 
there is a temptation to get quick results rather than to build 
deep foundations. 

d. Teacher training 

Before we began to train teachers especially for this 
kind of work the results obtained were poor. The use of 
teachers from the ordinary public schools did not seem satis- 
factory. It was easy to get teachers of manual training 
with pedagogical ideas, but it was hard to secure practical 
workers who could do practical things pedagogically and 
successfully. The practical worker is not always a good 
teacher. Teachers trained for this work receive higher 
salaries than other teachers. Many of them are really 
artists in their service. Emphasis is being given in this 
direction of training. A theoretical or unfit teacher has a 
hard time of it under the sharp eyes of successful and effi- 
cient business men actively serving on educational and 
advisory committees. 

In Germany, Switzerland and many other nations, special 



212 ASSOCIATION EDUCATIONAL WORK 

inducements have been held out for good teachers in large 
numbers of schools. Private rooms have been furnished the 
teachers in such schools, where they can carry on research 
in the line of their teaching, design new patterns in fabrics, 
pursue experimental work in the arts and crafts, in science, 
or where they can manufacture beautiful wares and indus- 
trial patterns for themselves. Indeed, many successful 
teachers in these schools have a studio of their own in the 
building. Recently state schools for teachers in industrial 
instruction have been founded where men are specially 
trained. The Germans realize that after all it is the trained 
personality that does everything. It is not the equipment, 
but the person. It is not the building, but the human being 
who makes the things ; and the human element in this, means 
success in Germany, even if the greater equipment and in- 
vestment did not exist. 

2. German Continuation Schools 

a. Attendance required 

The German continuation school is one of the most suc- 
cessful forms of educational training, consistent with the 
time and money involved, for improving a large portion of 
the 80 or 90 per cent of boys and men who never go farther 
than the grammar grades. The continuation school is made 
possible by the fact that practically every one is compelled 
to go to school until he is fourteen. For the next four years, 
in Germany, the boy is compelled to go to school a certain 
portion of his time. This averages about one day per week. 
The time, whether one full day or two half days, and 
whether morning or afternoon, depends upon the place, the 
trade, the vocation and the circumstances. The fact re- 
mains, however, that the boy must go to school. There is 
no getting around it. In many of these schools the boys 
attend from 7 a.m. until 6 p.m. The school day and school 



CONTINUATION SCHOOLS 213 

hour are exactly the same as the working day and working 
hour, and the student receives his pay for going to school 
the same as he does while at work. In other words, these 
continuation schools are on the employers' time. 

Value of Industrial Education* 

(Measured in Weekly Wages) 
Producing Power of Labor at 22 and 32 Years 

Unskilled Labor 
At 32 Years ^i^^^^^^^ $10. 00 



At 32 Years ^i^^^^^^^$10. 20 

Shop-Trained Labor 
At 22 Years^««^»^"^B™»«"$13.50 



At 32 Years ■■^^^^■^^^^^^ $15.80 

INDUSTRI.AL or TRADE SCHOOL TRAINED LABOR 
At 22 Years Hi^^^^^BBHHBBHBlBllT.OO 
At 32 Years ■■■■^^^^^■■^^^^■■■■^■$25. GO 

Technical School Trained Labor 
At 22 Years ^^■^^■■■■^^■$13.00 

At 32 Years ^^^i^mmma^^m^mimi^^^^^^^^nB^^^^mma^^ $43.00 

♦Based on estimates made by James M. Dodge, when President of the Society 
of American Mechanical Engineers. 

b. An example 

This is the way the Germans have replaced the old appren- 
tice system. Often these schools are nothing but apprentice 
schools. For example, the jewelry apprentice begins work 
at 14. On one day of the week he has to go to school. In 
that school he will have one hour of German, one hour of 
freehand drawing, one hour of plastic design, one hour of 
geography, one hour of Bible study and religious work and 
the balance of time in those particular technical and work 
shop processes that bear directly upon his increased training 
in the jewelry business. If the boy is a merchant's clerk, 
he will be given a corresponding course in a merchants' con- 
tinuation school, which will teach him how to buy and sell. 



214 ASSOCIATION EDUCATIONAL WORK 

how to do the bookkeeping and to understand the general 
features of a thorough commercial course. The technical 
training is applied directly to the business in which he finds 
himself and which perhaps in his own town is a specialty. 
The language, history, Bible, civics and kindred subjects are 
to develop him into noble manhood and efficient citizenship. 

c. The law 

There are more than 170 diflierent kinds of these special 
forms of continuation schools and the number is steadily 
increasing. Continuation classes are held in most cases 
so that in the industrial school, where boys and men attend 
from two to four years to learn trades, there are also many 
boys coming in every day of the week from different manu- 
facturing establishments. Evening classes also are held, 
but if the boy attends an evening class his employer is 
obliged to allow him a certain number of hours each day 
away from his work on employer's time, so that the total 
number of hours for evening school plus those for day work 
is not greater than one day's work. This is also the law in 
Scotland, and in some portions of Belgium, Holland, 
Switzerland, England and France, as well as in Germany. 
Classes are small and v;hat we call individual instruction — 
there called the task-system — is the rule, so that one boy in 
the class may be doing very elementary work while another 
in the same class may be finishing the higher task given by 
the teacher. The following abstract from the Imperial Ger- 
man Law of 1891, concerning the establishment and attend- 
ance at continuation schools, will be of increasing impor- 
tance on this continent : 

"Sec. 120. The masters in any branch of industry are bound 
hereby, in the case of their workers under the age of 18 who attend 
an institution recognized by the authorities of their district or their 
state as a continuation school, to allow them the time fixed as neces- 
sary for such institution by the authorities Through the 



CONTINUATION SCHOOLS 215 

ordinance of a district council or any wider communal body, attend- 
ance at a continuation school may be made obligatory for all male 
workers under the age of 18. In the same way proper regulations 
may be made to secure the execution of such an ordinance. In 
particular, regulations may be passed to insure regular attendance 
and to determine the duties of parents or employers in this respect, 
and notices may be issued by which organizations in the continuation 
school and a proper relation of the scholars to it may be assured. 
From the compulsory attendance based on such an ordinance are 
exempted only those persons who attend another continuation or 
technical school, provided that the instruction given in such school 
be recognized by the higher authorities as a complete equivalent 
for that given in the general continuation school. 

"Sec. 150. A breach of section 120 of this law is punishable by 
a fine of not exceeding 20 marks, or, in case of non-payment of 
such fine, by imprisonment for a term not exceeding three days." 

From the best experiences of continuation schools in 
Europe — now gradually being introduced into England, and 
receiving much favor in North America — the information 
below is gathered and is self-explanatory. It involves only 
a few of the many vocations already provided with similar 
courses and requirements in training. To an increasing 
degree the Associations of this country will be developing 
and encouraging the equivalent of these schools in coopera- 
tion with local interests : 

d. Continuation schools in daytime — Europe 

Continuation, apprentice or industrial schools for em- 
ployed boys 14 to 21 years of age ; conducted in the day- 
time on company time for from 8 to 10 hours per week — 
(two half days of 4 to 5 hours). 

(1) Simpler vocations 
Plumbing, fitting, turning . 
Stone work, brick work 
Harness, trunks, leather work 
Locksmith .... 

Carpenter and joiner, cabinet maker 



Hours 
per week 


Years 
in Course 


9 


3 


8 


3 


9 


3 


9 


3 


9 


3 



13 


4 


10 


3 


8 


4 


9 


4 



216 ASSOCIATION^ EDUCATIONAL WORK 

Hours Years 
(3) More difificult vocations per week in course 

Watch maker ....... 9 4 

Bookbinder, typesetter, printer .... 9 4 

Lithographer ....... 9 4 

Machinist (iron turner, molder, boiler maker, 

pattern maker, machine blacksmith) . . 10 4 

Mechanicians (electrical, light machinery, opti- 
cian, etc.) ...... 

Photographer, zinc plate work 

Metal caster, molder, grinder, modeler 

Decorator and ornamental work 



e. Yearly program — day continuation school 

From the best experience of schools in Gennany and 
Switzerland, the following, with hours per week in each 
subject, is given as the course of study for machinist appren- 
tices 15 to 21 years of age, one full day 9 hours per week 
or two half days of five hours each : 



Bible study or religious work 

Business English, reading, spelling and writing 

Citizenship, history, conduct . 

Shop mathematics, bookkeeping, accounts 

Mechanical drawing, sketching 

Mechanics, physics, laws of power 

Machinery and appliances 

Materials, shop work processes 



1 2 
Year Year 


3 4 
Year Year 


1 


1 


1 1 


ng 1 


1 


1 


1 


1 


1 1 


2 


1 


1 1 


3 


3 


3 2 


1 


2 


1 1 


. 


- 


1 2 


_ 


_ 


1 2 



10 10 



3. Apprentice Schools 

a. In public schools 

From the wealth of experience in Germany, Switzerland, 
Belgium, France and other nations, North American leaders 
see the opportunity to adapt some of the foreign methods 



APPRENTICE SCHOOLS 217 

and policies to meet our needs. Springfield, Mass., in 
1900, was one of the first city public school systems, under 
Dr. T. M. Balliet as superintendent, to introduce the 
conduct of evening trade schools at public expense. Cincin- 
nati University was one of the: first of our universities, 
in 1904, to correlate the practical training of engineering 
students with the actual shop work in the plant — half time 
in school and half time in the shop. The Cincinnati public 
school system now conducts a general apprentice school, in 
day time and on the employer's time, whereby it affords 
the machinists' apprentices with the equivalent of one school 
day each w^eek in appropriate school training. 

b. In the Association 

The Young Men's Christian Association, ever true to its 
purpose of helping men and boys to help themselves, has 
also had a part in the promotion of apprentice school work. 
By apprentice schools we mean those definite courses, ex- 
tending from two to five years, involving the particular 
forms of training which are necessary for boys and men in 
relation to their positions. Association efforts in this direc- 
tion began with the conduct of such facilities, with the 
cooperation of employers and outside of company time, in 
the evening. Gradually such work has been transferred to 
the daytime and placed on employer's time. The Associa- 
tion has organized several kinds of these schools as follows : 

(1) General, including boys from many employers. 
Conducted in evening, four to six hours per week ; outside 
of company time ; for boys or men or both ; a general course 
of one to four years ; conducted outside of the plant, as in 
the Association ; receiving no company support ; students 
paying small or large tuition fees. Of these there are a 
large number and much good is being done. In proportion 
as the work of these schools is systematized and graded. 



218 ASSOCIATION EDUCATIONAL WORK 

and work made more individual, greater results will be 
seen. The aggressiye Association Institutes are types. 

(2) Special, as with a single company. Conducted 
partly in the evening and partly during the day ; six to eight 
hours per week ; partly on company time and partly outside 
of it ; boys sixteen to tv.-enty-two years old ; with definite 
course of study three to four years ; partial support by the 
company ; part of the school work conducted at the plant 
and part at the Association ; students paying a tuition fee. 
The Association work for machinists' apprentices at South 
Bend, Ind., is a type. In no two places can exactly the 
same plan be operated. 

(3) Special, on company time. Conducted in the day- 
time ; include six to eight or more hours per week ; on com- 
pany time ; boys sixteen to twenty-two years ; definite course 
of study four years ; entirely supported by the company ; 
part of the school in the Association and part of the train- 
ing at the plant ; students paying no tuition fees. The school 
at Wilmerding is a type. 

(4) A corporation school under Association auspices. 
School conducted in the daytime ; four hours per week ; on 
company time ; boys sixteen to twenty-two ; definite course 
of study four years ; wholly by company's support ; school 
conducted entirely in the plant but under Association leader- 
ship ; students pay no tuition fees. The D. L. & W. R. R. 
Apprentice School at Scranton is a type. 

(5) A corporation school on extension plan. School 
conducted in daytime ; four hours per week ; on company 
time ; boys sixteen to twenty-two ; definite course of study 
four years ; conducted wholly on company support, in the 
plant under Association leadership but not in a city having 
an Association, being an extension of a system of such 
schools of a railroad company. The St. L. S-W. R. R. 
Apprentice School at Tyler, Texas, is a type. 

(6) Building Trades Apprentice School, Three months 



APPRENTICE SCHOOLS 219 

in winter, in the Association but parallel to a course con- 
ducted by the public schools and meeting the requirements 
of the building- trades. Expense borne by the Association, 
toward which the students pay $27 in tuition fee. Such 
courses can be obtained free in the public school. The 
school at Chicago is a good type. 

(7) Half-time cooperative schools. There will be many 
kinds of these, depending upon local conditions. Usually 
one boy attends school one day, or one week, while his 
alternate attends the next day or next week. It means two 
men employed each for half salary and half time for the 
same position. The support is shared by the company, the 
Association and the student. The course is to meet the 
need of the individual. The work in Cincinnati, Boston, or 
Detroit, is a type. 

(8) Continuation schools may be conducted on any of 
the above types ; day or night, or both ; for men or boys, or 
both ; with general or special courses, or both ; supported 
by the company or the Association, or both ; conducted in 
the plant or in the Association, or both, depending upon 
circumstances. 

c. Organization and conduct 

The following suggestions from experience may help in 
planning, organizing, and conducting forms of apprentice 
work : 

(1) Attendance. One manufacturing plant may provide 
fourteen to twenty boys — the largest number one teacher 
can well handle — or two plants each provide seven or ten, 
or three each provide five or six, and so on. These boys 
should at least attend four hours — a half day — at the Asso- 
ciation building or some central place, as on Monday morn- 
ing from eight to twelve. Similarly any other group of boys 
from the same or different shops study for four hours on 
Monday afternoon, as from one to five. Often only one or 



220 ASSOCIATION EDUCATIONAL WORK 

two boys will be able to leave the same department or shop 
at the same time. Depending on the number interested, the 
school would vary from one group of fourteen to twenty 
boys one half day in the daytime and on company time ; to 
two, three, four or more groups for the other half days of 
the week. 

(2) Finances. The expense should be borne partly by 
the company, which may furnish the extra equipment and 
pay $2 or more per month per student ; partly by the stu- 
dents, who may pay $1 to $3 per month and also provide 
their drawing instruments ; and partly by the Association, 
which furnishes the room, heat, light, janitor service, print- 
ing and supervision. The finances and business should be 
handled by the Association with the sanction of the mana- 
gers of the plants involved. The employers should not be 
permitted to carry all of the expense, as they will often 
desire to do. For best results to the students, it is abso- 
lutely necessary for each boy to sustain his share of the 
expense and thus learn the value of self-sacrifice, of saving, 
and of carefulness. As the company pays the boy's salary 
wdiile in school the boy can well afiford to pay from $1 to $2 
per month as his share of the investment. 

(3) The teacher and instruction. One good, practical, 
shop-trained man can well do most if not all of the teach- 
ing. He will be selected by the Association officers upon 
advice of the employers involved. He will visit the shops 
every week and be in constant cooperative relation with the 
foreman of the various departments, even if he does not 
give some of his regular instruction in the shop. He will 
report progress monthly. The instruction will be largely 
individual. No teacher should have more than twenty stu- 
dents, and twelve or fifteen would be better. The course 
will vary according to the needs and mental equipment of 
the boys and the position involved. It will naturally in- 
clude: (k) Drawing— freehand, sketching, working draw- 



APPRENTICE SCHOOLS 221 

ings and designs; (b) mathematics — arithmetic, "mill fig- 
ures," shop mathematics; (c) mechanics and elements of 
machines; (d) business forms, reports, correct language of 
the shop; (e) shop practices and problems. 

(4) Some results. Employers with experience in this 
work, either in the Association or in other schools, report 
very favorably on the results. They say that the loss of 
time of the boys from the shop, attending such schools in 
the daytime, does not afifect the cost of the shop's product. 
In most cases the output is greater than when the boys 
worked full time. All employers pay the boys the same 
rate per hour for the time spent at school as for work in 
the shops. The attitude of the schoolboys toward the em- 
ployer, foreman and machine is largely changed. All show 
an earnest spirit. Other things being equal, the best appren- 
tice boy is one who has finished the grammar grades, if not 
the high school. Apprentice boys just entering such schools 
appreciate them the least, but a few weeks of shop life 
changes their attitude toward the school, as with older boys 
a few weeks of school changes their attitude toward the 
shop. The best foremen appreciate the value of such a half 
day of school per week on company time and cooperate to 
make it practical and efficient. They help the teacher, who 
is not a foreman or employee but who has experience in the 
methods, practices and needs of the most successful and 
best-trained shop men. 

(5) Opportunity. Here is a definite opportunity and at 
small expense for the Association to effectively cooperate 
with manufacture, industry or trade in increasing the effi- 
ciency and industrial intelligence of employed men and boys 
and do it without any fad or formula. There would seem 
to be no reason why a large number of Associations might 
not start some such work. One Association with one teacher 
in a manufacturing or industrial center might easily provide 
for six, eight or ten special groups, each of fourteen to 



222 ASSOCIATION EDUCATIONAL WORK 

twenty boys — 80 to 200 in all — each group meeting one half 
day per week. 

Weekly Wages in Various Industries 

(Adult Males) 

Less than $15 per week and less than $750 per year, gray lines. 
Over $15 per week and over $750 per year, black lines. 

Jewelry 

53% ■IllillllillllliilllililllilllllllllllllllllllllllllllllllillllllllllllllllillllllllllllllllllllllllllU^ Alcfo 

Boots and Shoes 
^(^0 iiiiiiiiiiiiiiiiimiiiiiiiiioiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiniiiiiiiiim 42% 

Foundries and Machine Shops 

68</o MnilllllllBillillllliillillllllilimillilllllHIIIIIIIi^^^^ 32% 

Paper 

82% IWillllllilllllllllllilllllillllllillillllllim^^ 18% 

Furniture 

■iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii 

Leather 

84% iiiiiiniiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiM^ 

The wages for all employees in all industries range from $450 to $(500 per year. 
W^hen males alone are employed the average often rises to $750 or more. When 
women alone are employed the average often drops to $350 or less. 



4. Some Suggestions 

A study of ways and means provided abroad for the 
better vocational training of employed men and boys to 
meet daily needs leads to some important suggestions con- 
cerning Association educational work among city, railroad, 
industrial and other men in North America, which is urged 
with much emphasis. 

a. Quality 

Though Association educational work among employed 
men and boys is improving here each year, yet if we are 
to provide facilities equivalent to those abroad we need 
to give the subject far more attention: 



SUGGESTIONS FROM ABROAD 223 

(1) To quality and efficiency in actually meeting particu- 
lar needs. 

(2) To thoroughness, patience in detail, and more care- 
ful work with individual students whether in the class room 
or out of it. 

(3) To encourage thinking, reasoning, and judgment. 
We are relatively weak in these respects. The number of 
students and quantity of work done has increased relatively 
faster with us during the past twelve years, yet abroad 
they have produced a much more efficient product — a better 
type of result in its relation to industry, trade and manu- 
facture. We must make our aim quality rather than quan- 
tity if we are to render best and most permanent service. 

b. Time spent in study 

Much more time must be taken for each fundamental 
topic, such as percentage or projection. Three weeks should 
take the place of three days, or three months the place of 
three weeks, in many things. We should be slow to think 
of handling subjects like shop mathematics, drawing or 
electricity, even in their simple essentials — their "fighting 
clothes" — in less than a season of eight or nine months 
instead of two or three months. This is a part of the price 
paid for best and permanent results. We may well empha- 
size all plans that develop the student's thought, under- 
standing and growth. This all takes time. Without it we 
tend to make automatons and dependents. 

c. Group courses 

The best results abroad teach us that a group of three or 
more related subjects, like drawing, mathematics and Eng- 
lish, should be carried on side by side, rather than the entire 
time being given to a single subject. The study of two or 
more related subjects in a course toward a vocation, trade, 
or branch of industry helps to preserve the mental balance 



224 ASSOCIATION EDUCATIONAL WORK 

and development of each. This resuUs in a much stronger 
foundation of thought, judgment and abihty. The group 
course abroad has resulted in a broader development, a more 
thorough training and efficient preparation of artisans and 
tradesmen. 

d. Shop and school 

Strong emphasis is placed upon a closer relation between 
the two. Much time is given to work shop processes ; the 
study of machinery, its care and efficiency ; the proper floor 
arrangements for machinery to secure maximum efficiency 
and output. In day courses for boys between fourteen and 
twenty or twenty-two years of age, half of the entire time 
is spent on actual shop work. Students are required to 
sustain about the same relation to the instructor and the 
school for eight or ten hours per day as they would sustain 
as employees. In some places the shop product is sold or 
utilized in such way as to carry a part of the current ex- 
penses. This practice varies according to local conditions. 

e. The art principle in relation to industry 

In comparison with the rich and broad application of 
this principle in the majority of foreign schools we seem 
to be relatively starving here, owing to the lack of appre- 
ciation and effort in cultivating a love and a desire for the 
beautiful and the true, especially in our Association work 
in drawing, construction and applied design. In one city 
of Germany the evening schools give almost no attention to 
art and the beautiful as applied to the instruction in design 
and construction — a very rare exception. This is one of 
the homeliest cities in Germany. Its public buildings and 
public works are deficient in beauty. Within a few miles 
is another city — one of the most beautiful. Here much 
attention is given to drawing, sketching and industrial design 
as related to the beautiful. In one place the manufactured 




School for Firemen— Railroad, St. Louis, Mo. 




Practical Talk to Railroad Shop Men— Scranton, Pa. 




Engine Practice and Assaying— Los Angkles, Cal 



SUGGESTIONS FROM ABROAD 225 

products are wholly lacking in artistic value, and they com- 
mand but poor markets. In the other, manufacturer's pro- 
ducts so designed as to combine beauty with efficiency find 
a wide market. The cities lacking instruction in the beauti- 
ful are very rare indeed. To prevent this nation from 
starving for want of the artistic and beautiful, there needs 
to be promoted all those influences that magnify simplicity, 
beauty and the true art principle, without losing sight of 
the elements of efficiency. 

f. Exhibits and museums 

These features abroad are used with increasing efficiency 
by all schools and educational movements among employed 
men and boys. Tours of inspection by groups of students — 
men and boys — are made to railroad shops, manufacturing 
plants and corporation offices in order to study systems, 
shops and processes. In Germany, France, Switzerland, 
Belgium and England industrial museums supplement this 
kind of work and are in themselves large educational insti- 
tutions. Students spend much time in them studying 
development, processes and products. These museums are 
closely related to industry and commerce so as to be of the 
greatest use to students in various industries and vocations. 
Much use is made of them. Such features should be encour- 
aged locally and nationally on this side of the Atlantic. 
Some Associations can reasonably plan on establishing such 
industrial collections or museums relating to industries of 
their city to which the instruction provided relates. 

g. Trade and continuation schools 

These institutions are numerous. The relations of labor 
organizations, which formerly were more or less in oppo- 
sition to much of the industrial and all of the trade school 
work, are becoming more and more cordial and cooperative. 
Labor leaders recognize that the object of these institutions 



226 ASSOCIATION EDUCATIONAL WORK 

is not to lessen the value of labor, or to otfer a short-cut for 
journeymen, but rather to provide for improved and efficient 
workmanship, help increase skill, and especially to help 
broaden and raise the industrial intelligence of all employed 
men. Relations with organizations are so cordial in many 
places that organized labor is given the right of way in 
mapping out courses, fixing standards, determining mini- 
mum requirements for graduation, instruction and equip- 
ment. In the relation of schools to manufacturers and cor- 
porations, cooperation is already extensive and increasing 
abroad. Many polytechnics and evening schools devote 
special courses of features largely to various trades or in 
the interests of particular manufacturing plants or com- 
panies. Apprentice schools have been increasing in num- 
bers and efficiency during the past twenty years. Commit- 
tees from industrial concerns are closely related to the 
administration of many schools. 

h. Government support and supervision 

Year by year educational facilities abroad, at first almost 
entirely organized, supported and supervised by private or 
corporate initiative, have so successfully proved their value 
and importance to men, industry and to national interests, 
that they now receive in whole or in part, government sup- 
port and supervision. The advantage in this arrangement 
is in increasing unity of effort, more and better equipment, 
more efficient instruction. The seeming disadvantages are 
less responsibility upon local teachers to meet local needs, 
and a decrease of private and corporate initiative, both of 
which are necessary for best results. Such government 
supervision centers usually in the Department of Industry, 
or of Commerce and Industry, or of Industry and Labor, 
of the various national governments. So practical and effi- 
cient has this government supervision of public and supple- 
mentary schools become that the Young Men's Christian 



SUGGESTIONS FROM ABROAD 



227 



PREPARATION VS. OCCUPATIONS 
Graphic Estimates of Training and Life Work based on Government Reports 



irica- 




A^t. J>»«, /• 



G^cYmcnij 




"t' •fin 10 



Explanation. — These graphic estimates concerning the relation of the school 
training of males and their vocations or life work, are based on census and 
government reports. The verticals, a and b show relatively the number of 
boys in school at 10 and 15 years of age in both North America and Ger- 
many. The verticals, c, d, e show the number of males as wage-earners. 
Note the difference between line b in North American and line b in Germany. 
Germany has developed a system of industrial and vocational training which 
is so closely related to both the schools and the industrial and business life 
that it has closed the gap and has turned the years of waste into further 
training for life. We must cooperate to close the "gap" in North America. 



228 ASSOCIATION EDUCATIONAL WORK 

Association in one place at least finds it desirable to place 
its large educational work of 2,000 students under the spe- 
cial supervision and partial control and support of the city. 
Our own Association educational work, including all of 
its many different lines of efifort, both inside and outside the 
building — to one who has been observing it abroad — seems 
to be one of the most significant and far-reaching educa- 
tional movements of the twentieth century in its possi- 
bilities. It is an agency of the church, supplementing the 
home, the school, the shop, the office and the vocation, 
leavening the whole with the spirit of Christ. Even with 
all its relative weaknesses and superficial results it is a 
powerful ally of trade, commerce and manufacture, a vital 
factor in building character, and well worth the service 
and energy of every citizen. 

5. Vocational Guidance 

a. Definition 

To help a man or boy choose rightly that vocation for 
which he is best fitted, physically and temperamentally, is as 
important as to help him fit himself for a specific vocation. 
The Association has been successful in the latter, and now 
increasing attention will be given to the former. The boy 
without vocational guidance and proper training today is 
father of the bench warmer and unemployed. 

"The wise selection of the business, profession, trade or 
occupation to which one's life may be devoted, and the 
development of full efficiency in the chosen field are matters 
of the deepest moment to young men and to the public. The 
vital problems should be solved in a careful, scientific way, 
with due regard to each person's aptitudes, abilities, ambi- 
tions, resources and limitations, and the relation of these 
elements to the conditions of success in different industries. 
An occupation out of harmony with the worker's aptitudes 



VOCATIONAL GUIDANCE 229 

and capacities means inefficiency, unenthusiastic and perhaps 
distasteful labor and low pay; while an occupation in har- 
mony with the nature of the man means enthusiasm, love 
of work and high economic values — superior product, effi- 
cient service and good pay." 

In a way similar to that by which boys and men, inade- 
quately schooled or trained, have tried to meet the respon- 
sibilities of working life, they have struggled to fill occu- 
pations wholly unsuited to them. Thus they have wasted 
themselves, and business and industry have correspondingly 
suffered. 

b. Experience 

To remedy this state of affairs, vocational advise and 
guidance is now provided in several cities for school chil- 
dren and adults. The number of these facilities will in- 
crease as they prove their value and wise Associations will 
provide for this kind of service as far as opportunity, means 
and the development of properly trained leaders permit. 
In well-organized Associations such work will be closely 
related to and possibly under the direct supervision of the 
educational department. Where there are well organized 
employment departments some similar relation may obtain. 
A recognition of the needs and opportunities in vocational 
advice in connection with educational and employment de- 
partments will increasingly bind these two naturally related 
departments even more closely together. 

c. Opportunity for service 

Until public schools incorporate it into the school pro- 
gram, vocational guidance will belong peculiarly to the 
sphere of supplementary education. As one such agency 
the Association has a new and rare opportunity for service. 
It will be expected to render as effective and thorough help 
as possible in aiding men and older boys, who have discon- 



230 ASSOCIATION EDUCATIONAL WORK 

tinued public school attendance, to determine upon a voca- 
tion, a workable training for that vocation, and a successful 
plan of life work. 

Wages in Selfxted Industries 

(Adult Males) 
Steel Industry— isio 

Less than |625 per year H^BHia^^HmBSB^^^ra^ 61.2% 

Less than $1000 per year i^^^H^^^^^^^^HI^HD^^^^Bi^H 91.8% 

Over $1000 per year OH 8.2% 

Railroading— 1909 
1,500,000 Employees, Including "Officers" 

Less than $625 yer year mt^^^l^^^^umai^m 51. % 

Less than $1000 per year IF™^"™ ^mm— ™i»^— — ■ 93. 1^ 

Over $1000 per year ■■ 7. % 

Bell Telephone Employees 

Less than $600 per year ■■■■■i 19.9% 

Less than $725 per year ^^^m^^^aa^R 34.9% 

Less than $1000 per year ^^^^Bl^B^^^^^l^^H^^^ai 7-3. 1% 

Less than $1500 per year BBHBBBB^^^^B^^^i^i^B^^I^^^BBHHH. . 96.1% 
Over $1500 annually ^^H 3.9% 

d. Methods 

In planning for such work an Association will wisely 
secure from other Associations or elsewhere, all possible 
information, advice, printed matter and other desirable 
suggestions. For successful results only the most expe- 
rienced and mature supervision should be provided. Occa- 
sionally, by extra study and preparation an Association 
officer may fit himself for such service. His work, however, 
should be supplemented by vocational experts if their ser- 
vices can be secured, and especially by those who have the 
most intimate knowledge of industrial and business condi- 
tions, needs, opportunities and requirements. Thus will be 



AGRICULTURAL TRAINING 231 

combined friendly interest and assistance, expert counsel and 
practical business direction. Special blanks employed in 
established vocational bureaus should be used for purposes 
of consultation, record and guidance. 

The following books are recommended for reference : 
Frank Parsons, Choosing a Vocation ; Meyer Bloomfield, 
The Vocational Guidance of Youth. In addition there is a 
large list of books and special articles to which young men 
may be referred, which relate to choosing and planning a 
career, and to various occupations, their opportunities and 
requirements. By providing a reference vocational library 
and through lectures, talks and clubs, an Association can 
render a lasting service to large numbers of young men in 
the vital problem of life work. 

6. Agricultural Training 

a. Opportunity 

Careful study of the field and a desire to serve in any 
needed direction will lead many Associations in city, indus- 
trial, railroad, rural or other fields to provide training or 
facilities for instruction in agricultural and allied subjects. 
Such facilities may be provided through talks, lectures, 
exhibits, clubs, classes and home or extension reading. 
Vocational education today includes special training in agri- 
cultural as well as in technical, business or commercial pur- 
suits. Such facilities should be provided, therefore, for 
those men or older boys who desire a knowledge of scientific, 
up to date methods of agriculture, but who are not able to 
attend long or short special courses at a regularly estab- 
lished agricultural college. 

b. Methods 

The work should be developed to meet local conditions 
and, therefore, each subject should be taught with particular 
reference to the peculiar soil, climate, physiographic, geo- 



232 ASSOCIATION EDUCATIONAL WORK 

graphic and commercial situation of the local district. Of 
course, the facilities and instruction provided for this form 
of vocational or avocational training are to be carefully 
adapted to meet the practical needs of those men and boys 
that the Association proposes to serve. 

It is advisable for an Association to secure the services, 
which in all probability will be gladly given, of agricultural 
college and experiment station teachers and experts, and 
of others prepared for such service. Special courses in any 
subject may be provided ; also short or long term institutes, 
lasting from two or three days to several weeks. Much 
valuable advice and direction may be secured from the 
above-named colleges and stations, state departments of 
education or agriculture and from the agricultural depart- 
ment at Washington, D. C. 

c. Subjects 

Associations have successfully conducted courses in agri- 
culture; corn raising and judging; dairying; apple, orange 
and grape culture ; poultry ; forestry ; grain grading and 
judging; soils, farm management, etc. Much of this work 
has been conducted in connection with special lecture courses 
and classes. Experimental work, research and definite 
practical effort has frequently been conducted successfully 
through clubs and small cooperative groups of either men 
or boys. The boys' agricultural club is typical. 



International Examinations — No. of Students Taking Part 
1893 
1896 200 ^ 

1909 2853 ^^^^mmmmmm^t^^Bm^^^^^^^^ 



1910 3336 ■■■■■^■^^^■■■■■■■Bl 






IX. MISCELLANEOUS 

1. Thrift 

a. Importance 

The economic status of the individual depends upon three 
things at least — earning capacity, spending ability, saving 
habit. The first regulates the amount of income ; the second 
determines the purchasing power of the amount earned ; 
the third paves the way to independence. 

The welfare of the man, single or married, depends upon 
a systematic and careful regulation of each of these three 
items. No matter how large or small his wages or salary, 
if he does not spend his money wisely and carefully or save 
a definite per cent weekly or monthly from his income he is 
running serious chances of trouble later in life. 

The purchasing value of a dollar depends largely upon 
the way it is spent. There are certain items of expense for 
everyone, as rent, food, clothing, incidental expenses due 
to sickness and pleasure or self-improvement. The propor- 
tion spent for each should be carefully regulated, and one 
owes it to himself to see that he gets as much value as pos- 
sible out of every dollar spent for these items. 

The Associations have successfully increased men's earn- 
ing capacity. Some have attempted and some have suc- 
ceeded in directing their attention to personal and domestic 
economy in the matter of expenses and savings. Lectures 
and talks, reading notices, clubs, and even some class work 
has been promoted to this end. 

b. Methods 

Problems of rent, light, heat, marketing, clothing, insur- 
ance, house furnishing and similar topics are important 
subjects. Associations can easily and systematically adapt 
talks and discussions to these topics both outside and within 
the building. 



234 ASSOCIATION EDUCATIONAL WORK 

Accumulation is the next step in thrift, and Hke its fellows 
should be observed systematically and regularly. Thrift is 
a virtue and no virtue is ever acquired without effort ; yet 
no effort will pay larger dividends in actual money. A dollar 
saved is worth more than two dollars earned. A dollar put 
at interest is a faithful, silent partner working twenty-four 
hours a day, while the spent dollar is like a lost friend — 
gone forever. Money may be doubled in from ten to six- 
teen years, depending on the rate of interest. At 7 per cent, 
the interest added semi-annually, savings will double them- 
selves in less than eleven years. 

Thrift is largely a state of mind, but it invariably pro- 
duces a new condition of bank account. Fortune's ladder 
rests on a foundation of small savings ; it rises higher and 
higher by the added power of interest. The secret lies in 
regularly setting aside a fixed portion of one's earnings, 
for instance, 10 per cent ; better still, 10 per cent for a defi- 
nite object, such as a home, an education, a trip, or a com- 
petency. 

As a privilege and a duty it is just as important for the 
Young Men's Christian Association to organize and promote 
all possible means of encouraging and bringing a helpful 
pressure toward systematic savings among boys and men 
as to increase their earning capacity. As an educational 
influence and a wholesome discipline, thrift and its com- 
panion influences of economy in living, wise and sensible 
provision for the home after setting apart a definite amount 
of the weekly wage or salary, are as necessary a part of 
manhood building as are the pure educational, physical and 
religious activities of the Association. 

Many Associations have promoted this idea at one time 
or another. It would be well for the Associations to double 
their interest and greatly multiply their efforts in this most 
important matter. In every community one will find various 
agencies by which savings can be systematically encour- 



THRIFT AND SAVINGS 235 

aged and most successfully promoted. Each individual, or 
each Association, is urged to cooperate with that kind of 
savings organization, preferably within easy reach by mail 
or in person, with which it can make most convenient 
arrangements. 

Pratt Institute Thrift, Brooklyn, N. Y., is one of the best 
typical savings and loan institutions in America. It pro- 
motes habits of thrift ; encourages people to become prudent 
and wise in the use of money and time ; helps place in strong 
contrast habits of economy as against those of extrava- 
gance ; assists people to buy or build homes for themselves, 
or to accumulate a fund for use in an emergency or mainte- 
nance in old age and to do such things as experience shall 
prove to be beneficial to accomplish such results. The 
Thrift is a constant source of stimulation toward savings for 
each of the 4,000 students of the Institute, as well as for 
the community at large. 

In encouraging thrift, our schools and organizations 
seem to be far behind those in many foreign countries. As 
an illustration which is typical of England, Germany and 
Switzerland, the various educational institutions of Man- 
chester, England, have been promoting thrift since 1877. 
In the schools and polytechnics of that one city, with its 
total of 125,000 students in all schools, there are now 349 
school thrifts or banks with 52,632 depositors among the 
students alone, and the amount deposited in 1910 alone 
was $240,000. If each Young Men's Christian Association 
could similarly encourage thrift in North America, the 
result would be of the greatest beneficial influence to all 
concerned. 

2. Civic Training 

a. Conditions and needs 

One of the sources of political rottenness and corruption, 
of boss rule, of open trafficking in public confidence and 



236 ASSOCIATION EDUCATIONAL WORK 

office, of selfishness rather than disinterested and true civic 
service, is that new voters begin to exercise their franchise 
rights before they know what citizenship means and before 
they realize that citizenship implies obligations as well as 
rights. Citizenship and a democratic self-governing system 
requires civic service in the sense that each man is expected 
to bear burdens as well as receive benefits conferred by 
citizenship. His relations to his fellow men and to the 
political, moral, economic and social welfare of the com- 
munity in which he lives should be a matter of abiding and 
well-informed interest. But the large majority of boys 
leave school without being adequately trained in citizenship, 
knowing comparatively little of the fundamental Western 
ideals and of the means and methods by which we seek 
those ideals. They may easily fail to appreciate them and 
be led into practices and conceptions dangerous to or even 
destructive of democracy. 

As a supplemental educational agency the Association, 
because it deals almost entirely with men and boys, has not 
only an opportunity but also a responsibility in helping to 
create right ideas and ideals of citizenship in the minds and 
hearts of those boys and men whom it can influence and 
train. 

b. Methods 

Among some of the methods effectively used in promoting 
this work. Associations have employed lectures and talks, 
clubs, classes, reading courses, investigation trips to civic 
centers and public utilities, local research and various forms 
of social welfare propaganda aimed to benefit the local 
community. The latter have been promoted in various forms 
to meet local needs because concrete service possesses a 
value which theoretical discussion, reading and debating 
do not supply. Much of the best citizenship training has 
been promoted through boys' departments, many of which 



CIVIC TRAINING 237 

have been organized on the self-governing basis, under 
proper leadership. By organizing on the basis of and ob- 
serving the methods of municipal, state or national govern- 
ment, many boys have been very effectively trained in the 
ideas and machinery of democratic government. 

c. Civic program 

A civic club for either men or boys may render effective 
service through reading, investigations and study with at 
least occasional concrete effort on the following subjects: 

(1) City government departments— Fire, health, water, 
police, public works, education, and others. 

(2) Public utilities — -Water power, gas and electric light 
supply, transportation, and so on. 

(3) Civic improvements — Parks, playgrounds, streets, 
public baths, and public buildings. 

(4) Political organizations — Local parties, caucuses, pri- 
maries, conventions, and elections. 

(5) Public health — City growth and overcrowding, care 
of streets, food supply, sanitation, housing conditions, epi- 
demics and preventive measures, tuberculosis prevention, 
factory and working conditions, safety appliances, public 
school sanitation, liquor selling, domestic hygiene and sani- 
tation. 

3. Visual Instruction 

a. Principles and importance 

The advantages to be secured from concrete visualization 
may be had in any of the educational features enumerated 
herein. Eighty per cent of our sense impressions, it is said, 
reach us through the eye ; they are eighty per cent stronger 
also than other sense impressions, such as those of hearing, 
taste, feeling, and smell. That which we see we are more 
likely to appreciate and remember. 



238 



ASSOCIATION EDUCATIONAL WORK 



Modern pedagogy in many directions lays increasing 
emphasis on visual education. By means of pictures, charts, 
outside trips, observation tours and symbols the child is led 
to develop from within outward by natural response to the 
intelligence and emotional stimulus provided objectively. 
The same principle obtains in training the older child or 
the adult, the stereopticon and moving picture perhaps being 
the best known and more general method of visual educa- 
tion. 



y?i/grayc i\^i Ea.rnin(js oj^ Workmen. 




Carefully note the advantage, in earning capacity, of a person who has 
spent the tnne from 14 to IS years of age in studious educational training 
rather than working at some "dead end" or blind alley job. 



b. Methods 

Every Association can make profitable use of a good 
projecting and reflecting outfit. Class or club work in 
practically any subject can be stimulated and made more 
effective by the use of lantern slides and reflected charts, 



SOCIAL SERVICE 239 

diagrams, instruments, pictures and objects. Illustrated 
lectures and talks, formal and informal, inside or outside 
the building, are generally more attractive than those which 
are not illustrated. 

Visual demonstration, however, is not limited to the 
stereopticon, reflectoscope or moving picture. Similar good 
results are secured by the use of apparatus in all kinds of 
scientific popular discussions, exhibits of tools, machines 
and products, collections, charts and diagrams, stereo- 
scopic series, and other means. 

4. Social Service 

a. Survey 

Modern social philosophy has added "social regeneration" 
to the idea of "individual regeneration." Today the social 
student is accustomed to think of the individual not merely 
as an abstract unit, but also in relation to his environment 
and to the conditions under which he lives. An accepted 
principle among those trained in such service today is that 
salvation of the individual and his realization of all his 
possibilities — socially, mentally, physically, economically 
and religiously — cannot be secured without the proper 
functioning of those beneficial influences which affect the 
individual. By the same principle, also, those conditions of 
living which operate against individual and social welfare 
are attacked as near at their roots as possible. The modern 
social worker seeks to improve "conditions of living" as 
well as to help the individual. 

The Association has rendered most effective service in 
helping the individual. A large share, and probably the 
best part of its effort in the past, has been given to "mem- 
bers," but the Association, with added strength and influence 
and representing all phases of community life, appreciates 
increasingly the trend of modern social philosophy and seeks 



240 ASSOCIATION EDUCATIONAL WORK 

to serve in even larger fields. Experience indicates it will 
succeed in this direction in proportion and just as fast as 
it is effective in really successful individual regeneration. 

b. Definition 

A special commission representing the Educational Sec- 
retaries Association defines social service in relation to edu- 
cational work as follows : "Distinctive social service is 
altruistic work performed by the Association or a group 
in the Association in behalf of the community or a group 
in the community thereby promoting the general social 
betterment of that community or group. Preparatory social 
service, through special lectures, talks, clubs, instruction, 
research and inspiration fits the individual, group or Asso- 
ciation to serve. Social service in behalf of social welfare 
may be promoted directly by the Association or an Asso- 
ciation group." Thus an Association would seek to serve 
the community which it represents as well as its members. 

c. Forms of service 

Association educational work as a whole, with its increas- 
ing variety of activities, its altruistic objective, its special 
emphasis on pioneer service, its aid and stimulation to other 
educational efforts, all make it a most practical form of 
Christian social service. But there are some added forms 
of social service, closely related to the Association as a 
supplemental educational agency : 

(1) To establish, or improve public educational facili- 
ties for industrial training, citizenship and moral instruction, 
vocational guidance, and continuation schools. 

(2) To cooperate with schools, libraries, parents, em- 
ployers, truant officers and others to keep boys in school. 
This is an attempt to prevent a most serious evil, rather 
than try to cure it later. 




B(_)vs' SuMMKK School Classes— Buffalo, N. Y. 



SOCIAL SERVICE 241 

(3) To promote instruction in English, civics, geography, 
thrift, and North American history to non-Enghsh speak- 
ing men and boys. 

(4) To promote, in cooperation with physical depart- 
ments and health boards, instruction in personal and public 
hygiene, sex problems, tuberculosis prevention, and all 
matters of public and private health. 

(5) To encourage all good efforts to (a) secure pure 
milk, pure food and water; (b) provide sanitary streets, 
markets and public conditions ; (c) encourage better housing 
conditions and public improvements of all kinds. 

(6) To promote exhibits in the interests of labor-saving 
and life-saving devices, of child welfare interests, of indus- 
trial processes and products, or of business and industrial 
efficiency. 

(7) To encourage other public and quasi-public service 
institutions, such as public lecture courses, Chautauqua 
extension, educational moving pictures, public playgrounds, 
recreational and educational centers, church extension, 
social settlements, welfare associations, employees' associa- 
tions, thrift and savings institutions, and public and travel- 
ing libraries. 

(8) To train leaders for effective social service, as the 
Association has been training boys and men for more effec- 
tive commercial and industrial work. 

d. Cautions 

A distinguishing feature of Association social service is 
the desire to serve others as well as those within Association 
membership, and the community at large without corre- 
sponding pecuniary reward. The danger which may con- 
front any Association is found in the opportune task being 
larger and more complicated than the Association is prepared 
to undertake. In such service, however desirable, great care 
should be observed that the Association, by unprepared 



242 ASSOCIATION EDUCATIONAL WORK 

activity, does not diminish or limit the possibiHties of future 
service. An institution, Hke the individual, in order to find 
its life must lose it. If it loses itself in altruistic service, it 
will find redoubled strength for greater service. Among 
other things the Association should constantly endeavor to 
counteract every appearance of a threatening, selfish or 
commercial spirit, largely a product of modern times, which 
is in conflict with Association principles and with the teach- 
ings of the Master. 



5. Exhibits and Contests 

a. Value 

Demonstrations in connection with any feature of educa- 
tional work, especially clubs and classes, are valuable means 
of arousing interest, directing attention and stimulating 
thought. 

b. Variety 

Among such features may be included : 

(1) Business shows, at which local or other business con- 
cerns or interests show their methods, processes of manu- 
facture or products. Exhibits and demonstrations of mod- 
ern office and shop appliances elicit substantial interest and 
may be incorporated in the year's program of instruction 
in commercial and business subjects. 

(2) Contests, such as stenographic and typewriting speed, 
aeroplane, show card writing, window dressing, advertising 
writing, music, first aid, photographic art, illustration and 
cartooning, and drafting. Such contests, primarily for 
Association members, may well be opened to the community. 

(3) Expositions, chiefly for boys, in which all boys of 
the community may exhibit handicraft products, pets, col- 
lections and other boy life interests. Special attractions 



EXHIBITS AND CONTESTS 243 

may be singing, oratorical, dramatic, life-saving, and other 
contests. 

(4) Exhibits. At any time displays of class, shop or 
laboratory work, as drawing, arts and crafts articles, and 
any products of students' efforts, may be made in lobbies, 
parlors, offices, store windows and elsewhere. This is ex- 
ceptionally good advertising. 

c. Effects 

Associations have used all of these features successfully, 
varying them with circumstances and conditions. Students 
and club members can always be expected to assist in ex- 
hibits, shows and contests in which they have some direct 
interest. Business men may be encouraged also to lend 
assistance to the work through enlarging their cooperative 
interest and effort. Such features are particularly attrac- 
tive to boys to whom the idea of contest, display and exhibi- 
tion is especially alluring. 



APPENDIX. 



I. Development of the Educational Secretaryship. 

1. History. 

In the fall of 1892 Mr. W. H. Coughlin, who for a year or two 
had been teaching freehand drawing and one or two other subjects 
in the Association at Brooklyn, N. Y., was asked by Mr. Edwin 
F. See, the general secretary, to give half of his entire time to 
definitely promoting the educational class work, the lectures, library 
and reading room features of the Association. For two years he 
thus served half time, and from 1894, gave full time to such work, 
until 1906, when he was made librarian of the Brooklyn Central 
Association and also educational secretary "emeritus." Thus began 
the work of the educational secretaryship, W. H. Coughlin being 
the man, and Brooklyn Central the Association. 

In 1892-93, at Springfield, Ohio, W. J. Frazer, the general secre- 
tary, and D. F. Graham, a skilled mechanic, both with a conviction 
that the Association should be helping men in their industrial voca- 
tions, conducted courses in pattern making, tool making and cabi- 
net work, all supplemented with appropriate mechanical drawing 
and shop mathematics. This work was done in an unused part of 
a foundry and blacksmith shop two blocks from the Association 
building. The students made drawing tables, including the patterns 
for the iron castings, work benches, cabinets, and other forms of 
equipment, thus making their work largely self-supporting. A few 
Associations purchased the drawing tables thus made. Such was 
the beginning of shop work or vocational training along industrial 
lines in the Association. 

In 1894, the Association at Hartford, Conn., employed Mr. N. P. 
Work, at first for part time and a year or so later for full time, to 
promote educational work with emphasis on wood working, manual 
and industrial training. The same year Mr. W. M. Wood began 
promoting appropriate educational features in the Chicago Asso- 
ciation, giving his entire time to it. No person in the same length 
of time has done more than he to help the Associations understand 
and appreciate the value of supplementary educational work among 
boys and men. The same year Mr. W. M. Sherman, on part time 



APPENDIX 245 

at first, began promoting educational work at the Twenty-third 
Street Branch, New York. 

In 1896, Mr. F. P. Speare was engaged as educational director of 
the Boston Association, which he still serves. In 1896, W. F. Hirsch 
began a similar service in Buffalo. In 1898, J. F. Hill entered simi- 
lar work at Cambridge, E. A. Purdy in Minneapolis, and Abram 
Ebersole in St. Louis. The next year Mr. W. B. VanAkin began 
his work in Detroit and A. A. Macurda in San Francisco. 

Thus, hastily, we have noted the beginnings of the educational 
secretaryship. In these early days many public educators made 
light of such work being done by the Young Men's Christian Asso- 
ciation and boards of directors very generally opposed it. Through 
years of patient, faithful effort on the part of these early secre- 
taries and others, a small number of Associations began gradually 
to change their attitude from opposition to toleration, and then 
later to some interest in promoting appropriate educational work 
for men and boys under Association auspices. These pioneer lead- 
ers often served for only half time and with small salaries. They 
were men of deep conviction, of much patience, and with the firm 
belief that the Association had an equally large opportunity and 
responsibility to help men and boys prepare for life's duties educa- 
tionally as it did to develop them in health, and that the entire train- 
ing of a man for best results must include Christian character 
building. As such no more important phase of service could be 
attempted. 

Before 1896, there were only five educational secretaries, with 
salaries ranging from $400 to $1100, with no stenographic or cleri- 
cal help, and serving from ten to fourteen hours per day with no 
time to themselves. Now (January, 1912) each of the seventy Asso- 
ciations with educational supervision has from one to ten men giv- 
ing their entire time, either as assistant secretaries or heads of 
various sections of the educational department. The salaries for 
the senior secretaries range from $1000 to over $2500, they have 
more or less of stenographic help, spend an average of less than 
ten hours per day at their work, and have one day and often, two 
evenings per week to themselves. 

The following comparative statement shows the growth of some 
phases of this work from the beginning of International encourage- 
ment : 



246 APPENDIX 

1893 1911 

1 Associations with educational secretaries, 69 

5,790 Good books read, 629,796 

560 Lectures and practical talks, 8,356 

162 Educational clubs, 983 

500 Paid teachers, 2,549 

12,000 Different students, 61,851 

25 Courses or subjects, 120 

$60,000 Expenses, %772>,2,03 

Tuition receipts, $528,206 

Apprentice schools, 12 

Day work — students, 4,281 

Employed Boys — class work, 9,734 

Summer schools — students, 2,938 

Educational work outside building, 79 

2. Facts about Educational Secretaries. 

In the following figures only the senior educational secretaries 
who have served two years or more are considered. 

1. In the educational training of senior educational secretaries 
we find that of the forty-seven men who left the work, 26 per cent 
had a public school training, 39 per cent a secondary school and 
college training, and 35 per cent were graduates of universities. Of 
the seventy men now serving, 19 per cent have a public school 
training, 45 per cent a secondary school and college training, and 36 
per cent are graduates of universities. 

2. As to their ages, fourteen are between 20 and 30, thirty-five 
are between 30 and 40, seventeen are between 40 and 50 and four 
are over 50. Seventy per cent of them are married. 

3. The number reported from year to year, shows five in 1895, 
eighteen in 1900 and seventy at present (January, 1912). 

4. The tenure of service is of much interest. Twenty-two men 
have served a minimum of two years previous to 1911; 20 have 
served three years ; 16, four years ; 14, five years ; 12, six years ; 9, 
seven years ; 8, eight years ; 7, nine years ; 2, thirteen years ; and 2 
others, sixteen years or more. The average length of service of 
these men is a little over five years. 

5. The salaries of such men average as follows: 1892, $400; 1895, 
$917; 1900, $1216; 1905, $1356; 1910, $1491; 1912, $1547. 

6. The following men have given full time as senior educational 
secretaries eight years or more: L. B. Austin, now of Los Angeles, 
ten; H. M. Gerry, now at Cambridge, nine; H. A. Woodcock, now 
at Seattle, nine; J. G. Perkins, Chicago, nine; W. F. Hirsch, eight; 
W. H. Sherman, eight; P. R. Lawton, now at Dayton, eight; J. F. 



APPENDIX 247 

Hill, eight; W. M. Wood, nine; A. G. Bookwalter, nine; W. B. 
VanAkin, thirteen ; W. H. Coughlin, thirteen ; F. P. Speare, Boston, 
sixteen; G. B. Hodge, nineteen. 

3. Why Men Remain. 

A more or less careful study of local conditions, qualifications and 
characteristics of men who have left the educational secretaryship, 
reveals the following reasons: (a) Lack of encouragement and co- 
operation of the Board of Directors, Committee, general secretary 
and other ofhcers. This is perhaps the chief reason for so many 
leaving the work entirely — specially of those whose other qualifica- 
tions would lead them to be successful, (b) Anxiety to be independ- 
ent and freed from the kind of relationships in team work which 
seem so very necessary for the life of an Association, (c) Dis- 
satisfaction with the salary and offers of larger salaries elsewhere, 
(d) A rather limited supply of real, earnest Christian conviction 
about this kind of educational service among boys and men. (e) 
Restless, team-work qualities small or lacking, impatient, ambitious 
for a showing in large numbers with comparative little interest in 
increasing quality and efficiency. 

Among the conditions and qualities prominent in the majority of 
the men who remain, often declining offers of larger salaries, are 
the following: (a) Strong Christian character and a deep convic- 
tion concerning the place of the Association educationally in helping 
boys and men. (b) Encouragement and cooperation from the sec- 
retary, the board, and other officers, (c) Qualities of successful 
team work, including helpful cooperation with other departments, 
(d) Patience, tact, faithfulness, foresight, (e) A firm belief in 
quality of service rather than in quantity, (f) A realization of the 
cumulative value of continuous service in educational work — a fact 
of greater value in this department than in any other department, 
because of the growing standards in educational matters recognized 
by the public. 

Of the forty-seven senior educational secretaries who have served 
two years or more and then left such position, 25 per cent have 
entered business pursuits of various kinds; 30 per cent have entered 
the professions, either teaching, the ministry or settlement service; 
and 45 per cent have entered other positions in the Young Men's 
Christian Associations, most of them that of general secretary. 
Indeed, from the ranks of educational secretaries, a larger propor- 
tion of general secretaries have been drawn than from the physical, 
bov,s' and religious secretaries combined. 



248 APPENDIX 

With the development of this work in its tenfold variety, its five- 
fold membership, its many fold increase in quality and efficiency, 
its hundredfold financial interests — there come corresponding in- 
creased demands for ability and training of men as educational sec- 
retaries and for higher quality and character of work done among 
boys and men. The educated public invariably unconsciously meas- 
ures our work by its own standards of quality and efficiency. 

II. State Educational Supervision. 

In 1900, George S. Budd was employed by the State Committee of 
Massachusetts and Rhode Island to encourage and promote Asso- 
ciation educational work throughout the Associations of the two 
states. He gave his entire time to such wise promotive effort. This 
proved to be one of the best steps yet taken. In 1903, being called 
to the state secretaryship of Ohio, he was succeeded by A. G. Book- 
waiter, who efficiently served in that capacity seven years, when he 
in turn became state secretary of Ohio. Mr. W. C. Smith succeeded 
Mr. Bookwalter in Massachusetts and Rhode Island in 1910. 

Following the example of Massachusetts, the state committee of 
Ohio in 1901 similarly employed George B. Landis as state educa- 
tional secretary. With the exception of the interval, 1904-05, Mr. 
Landis successfully served his constituency until 1908, since which 
time he has been in the general secretaryship, at present in Aurora, 
111. 

In 1907, New Jersey State Committee similarly employed M. A. 
Leiper. He served one year. In 1910, New York State Committee 
employed E. C. Myers to give half time as its state educational secre- 
tary. He resigned May 1, 1911. 

Money invested in the right kind of men promoting educational 
work, by any state committee, proves to be one of the best invest- 
ments made. Such service strengthens the large Associations with 
their educational secretaries, and materially aids all the smaller 
Associations. 

III. The Educational Secretaries Association. 

In 1895, at Springfield, Mass., the first Association of Educa- 
tional Secretaries — then called directors — was organized, consisting 
of the following men as charter members : W. H. Coughlin, Brook- 
lyn ; W. H. Sherman, New York; W. P. Shriver, Baltimore; R. W. 
Putnam, Kalamazoo, Mich. ; D. F. Graham, Springfield, Mass. ; and 



APPENDIX 249 

G. B. Hodge, New York. The session was held in connection with 
the International Convention. An elementary constitution was 
drawn up and those present felt that an important step had been 
taken. Interest in educational work, fostered by the International 
exhibits at Indianapolis, the Chicago World's Fair in 1893, and the 
International Convention in '95, was relatively strong and popular 
for those days. With the exception of a small group session in 
Mobile in '97, and at Grand Rapids in '99, no regular sessions were 
called until 1901, when a two days' conference was held in New 
York, and the society of Educational Secretaries was really re- 
organized with seven names. At the conference of 1902, in Mt. 
Lake Park, Md., progress was made toward a statement of the 
fundamental objects, and principles of Association educational work. 

In 1893, at Lakewood, N. Y., an epoch making conference was 
held with a relatively large attendance, — there being 11 members of 
the society present. The constitution as we practically have it at 
present was then prepared and adopted and the society was made 
the first loyal son of the parent organization of the Employed Offi- 
cers Association. The constitution and policy became the example 
of several other organizations as boys', religious work, and employ- 
ment secretaries. 

The important sessions of the conference at Buffalo in 1904, at 
Niagara Falls in 1905, Indianapolis in 1906, Washington in 1907, 
Atlantic City in 1908, and Omaha in 1909, have each been character- 
istic, practical, helpful and constructive. The attendance has usually 
been small. Each year has shown a larger variety of interests, more 
complex relationships with which to deal, and the steadily growing 
respect and support of the public. As the educational work develops 
it necessarily is vitally concerned for the best good of men and boys 
in the city, railroad, county, colored, army and navy, and indus- 
trial departments. Thus special attention by specific men must be 
given to these various departments. Then, too, we are beginning 
to see a closer relationship between the educational and the religious 
work, and the physical work, — as in the joint conferences of edu- 
cational with boys' or physical men in 1911. Indeed no phase 
of work or department can stand alone to-day and best serve its 
purpose. 

One of the most significant steps of this educational society was 
taken at Atlantic City in 1908, when commissions were organized 
for definite study and research of important phases of educational 
work. Much good has already resulted from these commissions and 
we look for far greater development in the future. 



250 APPENDIX 

IV. Necessity for Study of Association Educational Work. 

Men who make good in the majority of positions today are those 
who have been obliged to give from five to ten years to a study of 
the history, principles and policies governing the work of the posi- 
tion held. The day is past when the "jack-of-all-trades" can accom- 
plish much in any distinct vocation, much less in any effective mod- 
ern Association service. The successful electrician has given years 
of study, research and laboratory practice to the ever increasing 
complex problems interwoven with the expanding science of elec- 
tricity. So it is with tlie even more rapidly growing interests of 
applied chemistry in its relation to industry, manufacture and mod- 
ern life. 

The men who are to successfully carry the burdens of educational 
leadership in local Associations ten years hence must spend increas- 
ing time and thought on the ever enlarging variety of problems and 
policies concerning appropriate educational facilities among men and 
boys, and the progress made toward the solution of some of these 
problems, not only by the Young Men's Christian Association, but 
by many of the educational movements of the present day. 

To this end the Association training schools at Chicago and 
Springfield are giving more and more thought each year. The train- 
ing centers in a few local Associations afford opportunity for some 
such study of educational work. This book, "Association Educa- 
tion Work for Men and Boys," is provided as a complete handbook 
for such study by individuals, either alone, in training centers, sum- 
mer schools or elsewhere. 

Any person, either as educational secretary at present, or planning 
to enter such service, is urged to make a careful, thoughtful and 
rather lengthy study of the material in this volume. If he can sup- 
plement such study for two or three years by visitation of various 
forms of educational activity, carry on the suggested reading 
courses for educational secretaries and attend the summer schools 
for such men in July and y\ugust, he will find such study not only 
absolutely necessary, but one of his best investments for successful 
Association service. 

V. Summer Schools for Educational Secretaries. 

The following is a brief outline of the topics covered annually in 
August at Silver Bay, N. Y., in a three-year course for educational 
secretaries. The course is adapted to meet the experience and 



APPENDIX 251 

maturity of the men. It includes systematic work five periods per 
day, — one of which is in Bible study, one in Association principles 
and fundamentals, and three in technical educational topics. The 
work is made more and more helpful and practical each succeeding 
year. A similar course, at present covering the first two years, is 
given at Lake Geneva, Wis., annually in July. 

First Year — This course is limited to Association officers and 
others who have had but little experience. It involves one daily 
session in Bible study; one in Association principles; eight ses- 
sions on fundamental educational principles; ten on educational 
features; and fifteen on methods. It involves such topics as: How 
study the field ; how to advertise ; how to secure teachers ; how to 
organize and conduct class work; the educational secretary, his 
qualifications and duties; finances and many other topics. 

Second Year — This course is limited to those who have com- 
pleted the first-year course, or its equivalent in a number of years 
in successful service. It includes one session daily in Bible study; 
ten sessions on history, principles and pedagogy of Association 
educational work, ten on educational features and their extension ; 
and twelve on administration and conduct. It includes such topics 
as : Association pedagogy, industrial education, apprentice schools, 
the budget, text books and courses, day work, vocational guidance, 
special schools and others. 

Third Year — The course is limited to those who have completed 
the work of the second year. In addition to Bible study daily, it 
includes eight sessions on supervision, history and principles ; ten 
on features, problems and administration ; and sixteen on seminar 
work in which each student has spent many days in research and 
study preparing his thesis beforehand, and in which he is required 
to defend the same before the Institute for one or two sessions. 
It also includes some advanced problems, conferences and work 
with one or more outside authorities. Satisfactory completion of 
the requirements for the three years' course entitles one to receive 
the honors of graduation. Seventeen men have won such honors in 
the past three years. 



INDEX. 



Adaptation 

Administration 

and Supervision 

of Extension Work 

of Clubs 

Admission— Class Work 

Advertising— Pi inciples, Prepara- 
tion, Make-up 

Educational Policy 

Railroad Educational Work 

Advisory Committee 

Ages of Students 

Agricultural — Rural Science 

Subjects for Boys 

Training — Opportunity, Meth- 
ods, Subjects 

Aid Local Teachers 

Aim 

All-round Work 

Altruistic Service 

Apprentice, Schools— Public, Asso- 
ciation 

Continuation Schools 

April 

Art Principle— Industry 

Association— Educational Secreta- 
ries 

Association's Opportunity 

Associations with Educational Sec- 
retaries 

Attendance German Schools 

Attitude to Educational Work 

Bent — Discover 

Bible Classes— Educational Secre- 
tary 

BibleStudy 

Blackboards 

Blind Alley Jobs 

Boys— Attendance High School... 

Drop Out 

Graduate 

Group Courses — I. and II 

Leave 

Remain in School 

Rooms 

in Evening Schools 

Summer Schools 

Work in General 

Books and Library 

Budget 

Educational 

Capacity for Service 

Card— Catalog System 

Enrolment 

Report 

Cash Value— Education 

Caution Social Service 

Chamber of Commerce 

Christian Character 

Chronological 

Church 

City Men and Boys 

Civic Training— Condition, Ne.ds, 
Methods, Programs 

Class Lecture Series 



25 
26 
100 
174 
59 
67 

123 
34 

KiO 

106 
80 
65 

202 

231 

7'8 
25 



216 
UO 
154 
224 

112 
10 

109 

212 

120 

13 

35 
.34 
137 
17 
24 



77 

15 

132 

190 

194 

178 

29 

144 

33 

13 

68 

150 

149 

18 

341 

14 

15 

152 

11 

158 

235 
29 



Class Lecture Series— Definitions, 

Organization, Conduct, Finances 52 
Class Work- Schedule, Divisions, 
Terms, Admission, Tuition Fees, 
Sessions, Rules, Courses of 
Study, Special Courses, Text 
Books, Teachers, Examinations, 

Summary 62-91 

Class Work — Boys — Principles, 
Working Boys' School, Summer 
School, Equipment, Variety, 

Methods, Use of Shops 191 

Inspectiun 93 

Records 145 

Sessions 73 

Classification — Clubs ,54 

Expenses 140 

Students 66 

Closing Exercises 90 

Club— Principles, Classification, 
Variety, Relation to Other Fea- 
tures, Organization, Two-fold 
Purpose, Ups and Downs, Con- 
duct and Administration 54 

Boys'— Principles, Importance, 

Leadership, Organization 189 

Application Blank 150 

Rooms 134 

Study of Field 120 

Colored Men and Boys— Needs, 

Me' hods 171 

Coming Americans 31 

Commerce, Trade, Industry 17 

Commercial — and Business 64 

and Business Colleges 119 

Course 76 

and Language Work Rooms 135 

Committee— Educational 102 

Railroad Educational Work 159 

Community Program 164 

Comparison— Cost Public School — 

Association Education 201 

(^)mpetition 26 

Composition Educat'l Committee. 103 
Conduct— Association Apprentice 

Schools 319 

Boys' Reading Rooms 185 

Boys' Summer Schools 194 

Class Lecture Series 53 

Clubs 59 

Day Work 97 

Exhibits— Expositions 206 

Industrial Schools 210 

Lectu res 44 

Library 187 

Practical Talks 46 

Reading Room 39 

Tours and Trips 50 

Conference with Students 92 

Conserving Results 120 

Continuation Schools 215 

Cost- Advertising 125 

Educational Work— per Capita. . 162 

Education 57 

Public Schools 61 



INDEX 



253 



Courses of Study — Group and Sub- 
ject 76 

Criminal Tendency 30 

Cultivating Interests 1'23 

Dates— Examinations .S9 

Daytime — Continuation Schools... 315 
Day Work (Educational Policy)... 82 
Day Work — Opportunity, Reasons, 
Organization and Conduct, Sum- 
mary 94 

December 153 

Decline — Public School Attend- 
ance 179 

Definitions— Class Lecture Series. 32 

Dramatics 204 

Educational Secretary 112 

Lectures 43 

Social Service 240 

Different— Groups 158 

Students (Ki 

Divisions — Class Work 64 

Does EducationalSupervision Pay? Ill 
Dramatics — Definition, Purpose, 

Subjects 204 

Drawing — Instruments and Paper 138 
Duties — Educational Committee.. 10! 

Educational Secretary 101) 

Earning Power 18 

Economics — Educational Train- 
ing 17 

Educational— Budget 139 

Classes 30 

Clubs 30 

Committee 102 

Needs 10 

Privileges 14 

Program in Camp 199 

Schedule 63 

Secretary 107 

Secretary vs. Director 113 

Secretary — Title 112 

Secretary's Office 133 

Secretaries' Association 112 

Trips 29 

Trips— Boys' 199 

Value Leadership— Boys' 207 

Work Among Boys 196 

Educatograph 155 

Effective Means— Keep Boys in 

School 181 

Electrical Course 77 

Encouragement— 1893-1900 22 

or Supervision 25 

Endowment 141 

Engineering — Rooms 135 

England, In 20 

English— Coming Americans 175 

Enrolment Card 150 

Equipment 1.32 

Boys' Class Rooms 197 

Boys' Rooms 18(i 

Outside Building 132 

Students' 138 

Essentials (Administration) 101 

Examinations 89 

Inaugurated 23 

Example -German Apprentice 

Schools 213 

Exeter Hall Lectures 20 

Exhibits and Contests — Value, Va- 
riety, Effects 242 



and E.xpositions 205 

and Museums— Industrial 225 

Existing Educational Facilities... 119 

Expansion -1900 2;J 

of Program 74 

Expenditures— Classified 140 

Expense Educational Work 177 

Educational Supervision 104 

Experience— Industrial Education 20!) 

Vocational Guidance 229 

Extension — Features 31 

Work 172 

Faculty — Organization 84 

Room 134 

Features— General 39 

Extension Work 174 

Railroad Educational Work 159 

Fees— Principle 60 

Size and Variety 71 

Tuition. 60 

Finances— Class Lecture Series... 53 

Lectures 45 

Railroad Educational Work 161 

First— American Association 21 

Educational Features 20 

Year- Reading Course 116 

Flexibility 26 

Formal [..ectures 29 

Forms of Social Service 240 

Furnishings — Boys' Rooms 186 

General— Teachers 87 

German Continuation Schools 212 

Gifts for Education 129 

Government Support and Super- 
vision—Industrial Work 226 

Group Courses— Commercial, 
Shorthand, Practical Mechanics, 
Electrical, Plumbing, Boys' 

Group Courses I. and II 76 

Industrial Subjects 228 

Group Program— Rural Work 163 

High School vs. Association 83 

History, Principles, Policy 20 

Hours 73 

Illiteracy 8 

Importance — Administration. .... 100 

Advertising 123 

Cultivating Interest 122 

Directed Reading — Boys' 186 

Educational Budget 139 

Educational Secretary 107 

Examinations 89 

Railroad Educational Work 158 

Records, etc 144 

Thrift 233 

Training Educational Secreta- 
ries 114 

Visual Instruction 237 

Improved Service 16 

Income-Educational Endowments 141 

Increased 13 

Increased Earning Capacity 17 

Industrial— Education 309 

Exhibits — Museums 225 

Government Support — Supervi- 
sion 236 

Laboratory Rooms 135 

Technical 64 

Technical Institutes 120 

Workers 168 

Inspection— Class Work 93 



254 



INDEX 



Inspiration 13 

Institutes — Conferences — Attend- 
ance Educational Committee. . . . 106 

Intelligent Labor 16 

Introduction— Survey 7 

January— February 154 

July— August 15-.' 

Keep Boys in School 180 

Know Your Community 131 

Language- Academic 65 

Law— C on tinuation Schools- 
Foreign 214 

Leadership Among Boys 3r>7 

Boys' Clubs 189 

Lectures— Definition, Subjects, 
Organization, Conduct, Finances 43 

Lecture— Course 120 

Room 134 

Leisure Time 12 

Length of Courses 79 

Library 41 

Boys' Books, Selection. Equip- 
ment, Conduct, Super vision. Sug- 
gestions 186 

Location 133 

Libraries— Study Field 120 

Life Earnings— Workmen 238 

Lighting 137 

Local Needs -Class Work 91 

Location— Equipment 41 

— Rooms 133 

Machine— Building I'rades 61 

Males— in School 28 

Teachers Necessary 88 

Wage Earners 169 

March 154 

May — June 155 

Mechanics 147 

— Course 77 

Membership 27 

Men— Boys in School 43 

Methods— Teachers 86 

Advertising 126 

Agricultural Training 231 

Bojrs' Class Work 19S 

Civic Training 236 

Colored Educational Work 171 

Cultivating Interest 122 

Keeping Boys in School 181 

Practical Talks 47 

Thrift 233 

• Visual Instruction 23S 

Vocational Training 230 

Work for Colored Men 171 

Methods— Features Industrial 170 

Money Value Education 19 

Museums— Location 133 

Nature —Principles 100 

— Scope 11 

Necessity for Training 114 

Needs— Colored Men— Boys 171 

Civic Training 235 

Men— Bovs 119 

Next Decade Industrial Work 209 

North America 21 

Now or Never 124 

Number — Days' Schooling per 

Year per Person 96 

Men Employed Educational Sec- 
retaries 117 

Object— Boy's Work 179 



Boys' Practical Talks 188 

Practical Talks 46 

Objective— Educational Work 11 

Educational Policy 34 

Railroad Educational Work 159 

Rural Educational Work 162 

Objects -Some 27 

October— November 153 

Occupations— Office, Salesmen, 
Agents, Professional, Mechanics, 

Tradesmen 147 

Males— 10 Years and Over 148 

Men in Class Work 149 

Occupational Training 9 

Office— Details 93 

Men 147 

Methods 153 

Officers 101 

Official Resolution 70 

Opportunity — Agricultural Train- 
ing 231 

Agricultural Subjects— Boys'. . . 202 

Association 10 

Day Work 94 

Educational Camps 199 

Vocational Guidance 229 

Opposition -1851-1866 21 

Organization— .Appreniice Work.. 217 

Class Lecture Series 53 

Clubs . 56 

Clubs -Boys' 191 

Day Work 97 

Exhibits — Expositions 206 

Faculty 84 

Tours— Trips 50 

Organization and Conduct 

Outlines of Courses 

Outside Building 

Equipment 

Per Cent— Association Members.. 
Male Teachers— Public School... 

Personal Investment 

Personal Work 

Pioneer Service 

Plumbing — Course 

Rooms 

Policy — Association 

Educational 

Practical Talk s— Educational 
Policy 

Practical Talks- Object, Conduct, 
Speakers and Subjects, Methods, 

Topics 

Boys — Principles, Value and Ob- 
ject 

Preparation — Advertising 129 

vs. Occupation 227 

— Vocational 51 

Principles 24 

Principle s — Administration and 

Supervision 91 

Advertising 125 

Boys' Class Work 191 

Boys' Clubs 189 

Boys' Practical Talks 188 

Clubs 54 

Extension Work 172 

Fees 60 

Practical Talks 47 

Tours and Trips 49 

Visual Instruction 237 



78 
27 

132 
77 
88 
27 
35 
16 
77 

136 
25 
28 

29 



188 



INDEX 



255 



Private— and Parochial 

Tutors 

Privileges— Educational 

Problem, A 

Producing Power— Labor 

Productive Power — Weekly Wage 

Professional Men 

Program-Boys' Agricultural Work 
Boys' Camp Educational Work. 

Boys' Summer Schools 

Civic Training 

Commencement Exercises. . . 

Continuation Schools 

Expansion 

Railroad Educational Work 

Rural Educational Work 

Promotion 

Special Schools 

Public— Day .Schools 

Evening Trade Schools 

Night Schools 

Vacation Schools 

Publications 

Purpose 

Boys' Agricultural Work 

Clubs 

Dramatics 

Exhibits— Expositions 

Qualifications— Educational Secre- 
tary 

Quality— Industrial Training 

Railroad Men— Educational Work 
—Importance, Objective, Fea- 
ttires, Supervision. Program, 
Finance, Advertising 

Reading Couises 

Reading Room— Selection Period- 
icals, Conduct, Supervision, Sys- 
tematic Reading 

Boys'— Conduct, Location 

Educational Policy 

Reasons— for Day Work 

for Extension Work 

Receipts from Fees 

Records — General 

Form — Reports 

Regulations, Examinations 

Relation- Life Work 

Club to Other Features 

Shop and School 

Relationships — Educational Secre- 
tary 

Religious Instruction— England 

and Germany 

In Schools 

Report Cards 

Responsibility — Day Work 

Revenue — Sources 

Rooms -Location, Equipment 

Boys' Rooms. . 

Class Rooms — Commercial, Lan- 
guage, Industrial, Science, Lab- 
oratory, Plumbing, Pipe Fitting, 
Sho • Work, Steam Engineering, 
Wood and Iron Work, Trade and 

Shop Practice 

Club Rooms 

Educational Secretary's Office.. 

Faculty Room 

Lecture Room 

Library 



120 

120 

14 

36 

213 

183 

147 

203 

l'.)9 

10.5 

23r 

91 

216 

74 

160 

163 

13 

83 

119 

217 

119 

119 

85 

11 

203 

60 

204 

203 

108 
232 



39 
185 
28 
91 
173 
70 
144 
144 
89 
26 
56 
224 

110 

38 
36 
149 
94 
141 
133 
1K3 



135 
134 
133 
134 
134 
133 



Study Room 133 

Rules— Class 76 

Rural Work— Object, Variety, Pro- 
gram 162 

Sage Foundation 8 

Salaries of Young Men 72 

Salesmen 147 

Sample— Small Educational 

Budget 143 

Good Sized Educational Budget 144 

Schedule— Educational 63 

Simple 75 

Schools — Apprentice 216 

Apprentice — Association 217 

Apprentice— Public 316 

Apprentice — Continuation 120 

Boys' Summer School 194 

Commercial Schools 119 

Continuation — Day 215 

Evening Trade School 217 

German Trade School 212 

Industrial— Technical School 120 

Private — Parochial 120 

Public Dav School 119 

Public Night School > 119 

Public Vacation School 119 

Trade— Continuation 225 

Training Schools 115 

Working Boys' Schools 193 

Scope and Nature 11 

Second Year Reading Course 116 

Secretary — Educational 107 

— vs. Director 113 

Secretaries' Association — Educa- 
tional 113 

Selection— of Books 186 

of Periodicals 39 

September 152 

Sessions - Class 73 

Educational Committee 105 

per Week 73 

Shop Work 137 

Boys' 196 

School Relation 224 

Shops— Supplemental Use 198 

Shorthand Course 76 

Size— Educational Committee 103 

Fees 71 

Social Science 64 

Social Service — Survey, Definition, 

Forms, Caution 239 

Soldiers— Sailors 166 

Sources of Revenue 141 

Speakers-Practical Talks 47 

Special — Courses 33 

Railroad 65 

School or Courses — Discover 
Needs, Leader or Teacher, Pro- 
motion 81 

State Educational Secretary 113 

Steam Engineering Rooms 136 

Student— Councils 107 

Rallies 93 

Student's Equipment 138 

Students— Association Classes 30 

Classified 66 

Tuition Fees 70 

Study of Field 117 

Study Room — Location 133 

Subject — Agricultural Training... 2.32 
Agriculture for Boys 202 



256 



INDEX 



Boys' Supplemental Class 195 

Courses 77 

Dramatics 205 

Lectures 44 

Practical Talks 47 

Suggestions— Boys'ReadingRoom 188 

Summary— Class Work 91 

Day Work 98 

Records, Reports 150 

Summer— Institutes 115 

School s — Boys' — Conduct, Pro- 
gram 194 

Supervision — vs. Administration.. 100 

Boys' Reading Room 187 

— Expense 104 

Extension Work 174 

and Promotion 32 

Railroad Educational Work 159 

Reading Room 39 

Supplementary 15 

Survey — Introduction 7 

Sympathetic Employees 16 

Systematic Reading 40 

Talk Topics 48 

Teachers— Kind — Salaries 84 

Industrial Work 211 

Leaders 26 

Meetings 93 

Sutnmary 92 

Ten Dollars a Day 182 

Terms 92 

Class Work 66 

Text Books 82 

Summary 92 

Student's Equipment 138 

Third Year Reading Course 117 

Three Kinds— Students 70 

Thrift— Importance, Methods 233 

Time Spent— Industrial Subjects. 223 

Title— Educational Secretary 112 

Toleration 1866-1880 22 



Tours and Trips. Educational- 
Principles, Places, Value, Organ- 
ization 49 

Trade— Continuation Schools 225 

Tradesmen— General 147 

Training — Centers 117 

Schools 116 

Trips, Educational— Boys 199 

Tuition Fees 69 

Summary 92 

Tutoring 31 

Twofold Purpose-Clubs 58 

Type— Industrial Work 168 

Ups and Downs — Clubs 58 

Value— Boys' Practical Talks 188 

Educational Work 12 

Exhibits— Contests 242 

Supervision Ill 

Study of Field 121 

Tours and Trips 49 

to Employers 16 

to Men 12 

to Public 16 

Variety— Boys' Class Work 197 

Clubs 55 

Exhibits and Contests 242 

Rural' Work .' '. '. '. .'!.'.'.".'."!."!!."!!!.'."! 163 

Work in Educational Camps.... 200 
Visual Instruction — Principles, 

Importance, Methods 237 

Vocational Guidance— Experience, 

Opportunity, Methods 228 

Training 210 

Vocations— Preparation 51 

Wage Capacity 18 

Weekly Wage— Boys 182 

Various Industries 222 

Who's Who 19 

Education and Careers 99 

Working Boys' School 192 

Yearly Incomes 185 



